Body, Beauty, and Death in an Andean Context: A Self-Ethnographic Narration

With this article I seek to build bridges between the different narrative elements where the body is situated as a central language, of experiences as a researcher in socio-cultural contexts of Bolivian indigenous peoples in the years 1984 and 1998. In this biographical period I have lived different reflective processes, frustrations, and successes that can contribute to an understanding of the framework of gender, ethnic, and political relations. This text, auto-ethnographic, enables us to see the deconstruction and subjective transformations in an androcentric context of a traditional Andean culture, as well as the investigative awareness achieved during interactions in the field. In my field work I have used tools from different disciplines (anthropology, sociology, social psychology), that are useful for validating the autoethnography as a methodological model to the gender autonomy, listening and learning the different ways of understanding corporal discourses. That is, I wish to recognize the value of various types of production and interpretation of knowledge, such as narration, arts, literature, film, and photography that favors emancipation of the peoples and their inhabitants.

Categorías espacio-temporales escolares y andinas: un estudio en escuelas del noroeste argentino

RESUMENEl artículo aborda las categorías de tiempo/espacio, en su dimensión estructurante, para intentar su desnaturalización, es decir para pensar sobre ellas y aceptar que son construcciones histórico-culturales. Por ello se insinúa una comparación entre las categorías de la modernidad occidental con los de la cultura andina, siguiendo los lineamientos de la hermenéutica diatópica tal como la enuncia Josef Esterman. Además se toman los aportes del giro decolonial que pone en duda la abstracción pura y la contrapone al pensamiento enraizado en la Abya Yala profunda (América para los occidentales), sin pretensiones de universalidad para comprender que sucede en las escuelas de lugares inhóspitos del noroeste de Argentina, en la frontera con Chile y Bolivia a partir de aprendizajes realizados a través de proyectos de investigación, en los cuales participaron miembros de las comunidades y de las escuelas, con la intención de analizar problemas y apuntalar las prácticas pedagógicas interculturales. Tiempo/Espacio. Cultura Andina. Escuela. Pedagogía Intercultural. Salta.Categorias Espaço-Tempo na Escola e Andinas: um Estudo das Escolas do Nordeste da Argentina RESUMO O artigo trata das categorias de tempo/espaço, em sua dimensão estruturante, para tentar sua desnaturação, ou seja, pensar sobre elas e aceitar que são construções histórico-culturais. Portanto, sugere-se uma comparação entre as categorias da modernidade ocidental e as da cultura andina, seguindo as diretrizes da hermenêutica diatópica, como a afirmação de Josef Esterman. Além disso, são tomadas as contribuições da virada decolonial que põem em causa a pura abstração e a opõem ao pensamento enraizado na profunda Abya Yala (América para os ocidentais), sem reivindicações de universalidade para entender o que acontece nas escolas de lugares inóspitos no noroeste da Argentina, na fronteira com o Chile e a Bolívia, aprendeu com projetos de pesquisa, nos quais participaram membros de comunidades e escolas, com a intenção de analisar problemas e sustentar práticas pedagógicas interculturais. Tempo/Espaço. Cultura Andina. Escola. Pedagogia Intercultural. Salta.School space-time categories and Andean: a study of the Northeast Argentina Schools ABSTRACT The article approaches the time/space categories, in their structuring dimension, to try their denaturation, that is, think about them and accept that they are historical-cultural constructions. Therefore, a comparison between the categories of western modernity and those of Andean culture is suggested, following the guidelines of diatopic hermeneutics, as Josef Esterman's statement. In addition, the contributions of the decolonial turn that call into question pure abstraction and oppose it to the thought rooted in the deep Abya Yala (America for the Westerners) are taken, without pretensions of universality to understand what happens in schools in inhospitable places of northwestern Argentina, on the border with Chile and Bolivia, based on lessons learned through research projects, in which members of communities and schools participated, with the intention of analyzing problems and underpin intercultural pedagogical practices. Time/Space. Andean culture. School. Intercultural Pedagogy. Salta.Categorie spazio-temporale scolastiche e andine: uno studio nelle scuole del nord-ovest dell'Argentina RIASSUNTO L'articolo tratta le categorie di tempo/spazio, nella loro dimensione strutturante, per tentare la loro denaturazione, cioè per pensarci e accettare che sono costruzioni storico-culturali. Pertanto, si suggerisce un confronto tra le categorie della modernità occidentale e quelle della cultura andina, seguendo le linee guida dell'ermeneutica diatopica, come afferma Josef Esterman. Inoltre, vengono presi i contributi del decoloniale che mettono in discussione la pura astrazione e si oppongono al pensiero radicato nel profondo Abya Yala (America per gli occidentali), senza pretese di universalità per capire cosa succede nelle scuole di luoghi inospitali nel nord-ovest. de Argentina, al confine con Cile e Bolivia, ha appreso da progetti di ricerca a cui hanno partecipato membri di comunità e scuole, con l'intenzione di analizzare i problemi e sostenere pratiche pedagogiche interculturali. Tempo/Spazio. Cultura Andina. Scuola. Pedagogia Interculturale. Salta.

The Long Road to an Andean Catholic Clergy: From Solórzano to Pèlach I Feliú

The development of a native clergy in the Andes has long been called for but only recently achieved. Drawing from archival and ethnographic data, this article sets out how intercultural prejudice and discrimination have served to prevent the ordination of native Andeans. In the early colonial period, doubts about the authenticity of Andean conversion to Catholicism were rooted in mainstream Spanish skepticism of and disdain for Andean culture; in the modern day, these same prejudices continue, meaning it is only within the last fifty years that a native clergy has developed in the southern Andes, in the Peruvian diocese of Abancay, as the result of the concerted efforts of its second bishop. Today, Abancay boasts its first generation of native clergy, made up entirely of men who were born and raised in the diocese in which they now serve, and which promises a new, more empathetic institutional relationship between what it has historically meant to be Andean and what it has meant to be Catholic.

Inca Aesthetics and Scholarly Inquiry

This chapter discusses the interpretive challenges that art historians and anthropologists have faced in approaching Inca intellectual and artistic achievements, which do not fit comfortably in Western categories. George Kubler took up the question of Inca art in the mid-twentieth century, creating a space in art history for studying the Incas. This development occurred at a time when archaeologists such as John Rowe worked to place the Incas within the broader context of Andean civilizations, and structuralists like Tom Zuidema were beginning to challenge historical narratives in search of underlying elements of Andean culture. The scholarly interest in Inca art, material culture, and intellect was but one aspect of the Inca focus of that time, as artists found inspiration in Inca ruins and museum galleries in the United States, and other countries began to exhibit Inca artifacts as an art to be approached on its own terms.