Valoración diferenciada de la diversidad epistémica en una experiencia de formación técnico-productiva en los Andes peruanos

With this article and through an ethnographic case, I seek to discuss the suitability of the dichotomy between modernity/otherness as an axis of political relevance for subordinate knowledge within development educational projects. I question how, within the concrete experience of developing subjects, they construct assessment parameters for different cultural knowledges. I culturally and ethnographically analyze the case of an educational institution in the Peruvian Andes where young people of rural origin study the technical career of Farming Production. That is to say, they are educated within a farming production expert perspective whose knowledge goals coexist and interact with traditional rural production knowledge. I argue that though this creates an epistemic subordination scheme, this subordination is unstable and includes fractures from where we can evaluate rural knowledge. However, these don’t necessarily imply a form of resistance against modernity.