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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| Format: | Digital |
| Language: | Spanish / Castilian |
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Online Access: | https://revistas.uan.edu.co/index.php/nodo/article/view/2470 |
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| author | Velasco-López, Itzel Herández-Escampa, Marco Barrera-Fernández, Daniel |
| author_facet | Velasco-López, Itzel Herández-Escampa, Marco Barrera-Fernández, Daniel |
| author_sort | Velasco-López, Itzel |
| collection | OJS |
| description | 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. |
| format | Digital |
| id | revistas.uan.edu.co-article-2470 |
| institution | Revista NODO |
| language | Spanish / Castilian |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-24702026-09-02T23:48:58Z A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality Reflexión crítica sobre la educación patrimonial en el Museo de las Culturas de Oaxaca, México, desde las voces de las niñeces y la decolonialidad A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality Velasco-López, Itzel Herández-Escampa, Marco Barrera-Fernández, Daniel educación museo niñez pueblos originarios decolonialidad educacion decolonialidad museo pueblos originarios niñez 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. El presente artículo examina la relación entre la educación patrimonial y la construcción de significados en las niñas y niños que visitan el Museo de las Culturas de Oaxaca, México, incluyendo una visión decolonial. Se analiza cómo los programas de mediación institucional, a menudo anclados en una visión académica, entran en tensión con las subjetividades de los niños y las niñas locales de educación primaria. A través de un enfoque cualitativo centrado en la escucha activa —23 entrevistas semiestructuradas—, los resultados sugieren que las niñeces logran establecer vínculos afectivos y ligados a la contemporaneidad con el patrimonio de los pueblos originarios a pesar de la rigidez de los discursos oficiales. Se concluye que es necesario dar el paso hacia una museografía decolonial que reconozca a las culturas originarias como presentes vivos y a la infancia como un actor social con plena capacidad interpretativa Este artigo examina a relação entre a educação patrimonial e a construção de significados por crianças que visitam o Museu das Culturas de Oaxaca, no México, incorporando uma perspectiva decolonial. Analisa-se como os programas de mediação institucional — frequentemente ancorados em uma visão acadêmica — entram em tensão com as subjetividades de crianças locais do ensino fundamental. Por meio de uma abordagem qualitativa centrada na escuta ativa (23 entrevistas semiestruturadas), os resultados sugerem que as crianças conseguem estabelecer vínculos afetivos e contemporâneos com o patrimônio dos povos originários, apesar da rigidez dos discursos oficiais. Conclui-se que é necessário avançar rumo a uma museografia decolonial que reconheça as culturas originárias como presenças vivas e a infância como um ator social com plena capacidade interpretativa. UNIVERSIDAD ANTONIO NARIÑO 2026-09-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/nodo/article/view/2470 10.54104/nodo.v21n41.2470 REVISTA NODO; Vol. 21 Núm. 41 (2026): El museo frente al patrimonio de los pueblos originarios 2346-092X 1909-3888 10.54104/nodo.v21n41 es https://revistas.uan.edu.co/index.php/nodo/article/view/2470/1865 Derechos de autor 2026 Itzel Velasco-López, Marco Herández-Escampa, Daniel Barrera-Fernández https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | educación museo niñez pueblos originarios decolonialidad educacion decolonialidad museo pueblos originarios niñez Velasco-López, Itzel Herández-Escampa, Marco Barrera-Fernández, Daniel A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title | A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title_alt | Reflexión crítica sobre la educación patrimonial en el Museo de las Culturas de Oaxaca, México, desde las voces de las niñeces y la decolonialidad A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title_full | A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title_fullStr | A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title_full_unstemmed | A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title_short | A critical reflection on heritage education at the Museum of Cultures of Oaxaca, Mexico, through the voices of children and the lens of decoloniality |
| title_sort | critical reflection on heritage education at the museum of cultures of oaxaca mexico through the voices of children and the lens of decoloniality |
| topic | educación museo niñez pueblos originarios decolonialidad educacion decolonialidad museo pueblos originarios niñez |
| topic_facet | educación museo niñez pueblos originarios decolonialidad educacion decolonialidad museo pueblos originarios niñez |
| url | https://revistas.uan.edu.co/index.php/nodo/article/view/2470 |
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