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REFLECTIONS ON POPULAR EDUCATION FOR ENERGY MANAGEMENT IN INDIGENOUS COMMUNITIES OF MEXICO

Authors

  • Luis Bernardo López-Sosa Universidad Intercultural Indígena de Michoacán (UIIM), Michoacán, México, lbernardo.lopez@uiim.edu.mx https://orcid.org/0000-0001-9284-737X
  • Carlos Alberto García Bustamante Escuela Nacional de Estudios Superiores, Unidad Morelia (UNAM), Michoacán, México, cgarcia@enesmorelia.unam.mx https://orcid.org/0000-0002-4331-5761
  • Bernardina Alejo Justo Colegio de Bachilleres del Estado de Michoacán (COBAEM), Michoacán, México, alejojusto27@gmail.com

DOI:

https://doi.org/10.5216/revufg.v24.81253

Keywords:

Community, Education, Energy, Sustainable, Wellbeing

Abstract

The article explores popular education and its application in energy management in indigenous communities in Mexico. It examines the approach of popular education, adapted to the specific needs of the communities, promoting social justice and the common good. On the other hand, education for the common good, which emphasizes values of solidarity, equity, and social responsibility, frames in this article the importance of community education that not only forms individuals but also fosters participatory and multidisciplinary processes to address basic needs such as access to energy. Additionally, local education is analyzed as a key element in developing sustainable energy systems tailored to local realities, integrating scientific knowledge with community wisdom. The article also examines how indigenous self-governments in Mexico are autonomously taking control of their resources, including energy. These governments represent an opportunity to apply energy management models based on popular education and foster effective local participation. Thus, this analysis highlights elements that contribute to developing a comprehensive energy management system that benefits indigenous communities, where it is crucial to promote universal access to knowledge and strengthen collaboration between academia and the community. This approach must overcome conventional strategies and adopt inclusive and democratic models that reflect local needs.

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Author Biographies

Luis Bernardo López-Sosa, Universidad Intercultural Indígena de Michoacán (UIIM), Michoacán, México, lbernardo.lopez@uiim.edu.mx

Graduated in Sustainable Development from the Indigenous Intercultural University of Michoacán, Master and PhD in Science from the Michoacana University of San Nicolás de Hidalgo. Member of the National System of Researchers in Mexico. Currently a Research Professor at the Indigenous Intercultural University of Michoacán, and a member of the Basic Academic Core of the PhD in Science for Sustainability and Interculturality.

Carlos Alberto García Bustamante, Escuela Nacional de Estudios Superiores, Unidad Morelia (UNAM), Michoacán, México, cgarcia@enesmorelia.unam.mx

He is an Engineer in Electronics and Communications. He holds a Master's and PhD in Engineering (Energy) from the former Center for Energy Research (now the Institute of Renewable Energies) at UNAM. He is a member of the National System of Researchers at Level I. He is currently a research professor in the Environmental Sciences Bachelor's program at the National School of Higher Studies, Morelia Unit, of the National Autonomous University of Mexico

Bernardina Alejo Justo, Colegio de Bachilleres del Estado de Michoacán (COBAEM), Michoacán, México, alejojusto27@gmail.com

She holds a Bachelor's degree in Biology from the Michoacana University of San Nicolás de Hidalgo. She has a Master's degree in Educational Sciences from the Contemporary University of the Americas. She has 10 years of teaching experience at the upper secondary level. She is currently a Professor at the College of Baccalaureate of the State of Michoacán, Campus #84

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Published

2024-12-27 — Updated on 2025-03-10

Versions

How to Cite

LÓPEZ-SOSA, Luis Bernardo; BUSTAMANTE, Carlos Alberto García; JUSTO, Bernardina Alejo. REFLECTIONS ON POPULAR EDUCATION FOR ENERGY MANAGEMENT IN INDIGENOUS COMMUNITIES OF MEXICO. Revista UFG, Goiânia, v. 24, n. 30, 2025. DOI: 10.5216/revufg.v24.81253. Disponível em: https://revistas.ufg.br/revistaufg/article/view/81253. Acesso em: 6 dec. 2025.

Issue

Vol. 24 (2024): Revista UFG

Section

Dossier: Rural Education, Indigenous Education and Quilombola Education: paths of resistance and (dis)encounters with new and other narratives

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