A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality
This article examines the relationship between heritage education and meaning-making among children visiting the Museum of Cultures in Oaxaca, Mexico, incorporating a decolonial perspective. It analyzes how institutional mediation programs—often rooted in an academic worldview—come into tension with...
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| Autores principales: | , , |
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| Formato: | Digital |
| Lenguaje: | Spanish / Castilian |
| Publicado: |
UNIVERSIDAD ANTONIO NARIÑO
2026
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| Materias: | |
| Acceso en línea: | https://revistas.uan.edu.co/index.php/nodo/article/view/2470 |
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| Sumario: | This article examines the relationship between heritage education and meaning-making among children visiting the Museum of Cultures in Oaxaca, Mexico, incorporating a decolonial perspective. It analyzes how institutional mediation programs—often rooted in an academic worldview—come into tension with the subjectivities of local primary school children. Through a qualitative approach centered on active listening (comprising 23 semi-structured interviews), the results suggest that children manage to forge affective and contemporary connections with the heritage of Indigenous peoples, despite the rigidity of official narratives. The study concludes that it is necessary to move toward a decolonial museography that recognizes Indigenous cultures as living realities and views children as social actors with full interpretive agency. |
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