Entrenarte, experiencia con mujeres adultas en el barrio puertas del sol, Cali: una lectura desde las pedagogías sin escuela

Abstract

This thesis systematizes the EntrenArte experience, developed with adult women in the Puertas del Sol neighborhood (Cali, Colombia), with the aim of critically reconstructing and interpreting the formative, organizational, and territorial processes that emerge in community spaces outside formal education. The central problem lies in the limited recognition of the knowledge, learning, and self-organization practices built by women in these contexts, which are 4 often reduced to instrumental interventions that overlook their pedagogical, political, and subjective dimensions. The theoretical framework draws on the systematization of experiences within popular education (Jara, 2018) and feminist and decolonial pedagogies (Hooks, 1994; Walsh, 2013), understanding the experience as a field of situated knowledge production in which the body, emotions, and everyday life are central dimensions. The study adopted a qualitative approach using semi-structured interviews, focus groups, social cartography, and field records, analyzed through qualitative coding and triangulation. Results reveal that EntrenArte extends beyond its athletic and artistic dimensions to become a comprehensive formative process. Spaces such as the court, park, and street are reimagined as pedagogical settings; practices using recycled materials link creativity, environmental awareness, and autonomy; and networks of solidarity and mutual care emerge, challenging urban fragmentation. Territorially, processes of public space appropriation are identified as forms of everyday political action. The thesis concludes that EntrenArte constitutes a situated pedagogy of affect in which self-knowledge articulates with self-organization and the strengthening of social fabric.