El baile de los que sobran. Transformación del sujeto en la experiencia del Pre Icfes popular (PIP) de Suba "los 12 Juegos"

Abstract

This study examines the experience of the “Los 12 Juegos” Popular Pre-University program (PIP) in Suba, conducted at the Centro de Educación Popular Chipacuy in Bogotá. The initiative emerges as a pedagogical and political response to the exclusion and inequity regarding access to higher education faced by youth from working-class neighborhoods. The research addresses the inherent tension between preparing for standardized testing (Saber 11) and the emancipatory praxis of Popular Education, focusing on the transformation of the participants' subjectivity. The methodology employed was the systematization of experiences, which facilitated the production of situated knowledge through a critical interpretation of the educational practice. Data collection included classroom observations, interviews, and focus groups with both students (aged 15–19) and educators (aged 25–35) affiliated with the “Los 12 Juegos” Popular Education Working Group (GTEP). The findings demonstrate that the PIP successfully fosters critical subjectivities through horizontal relationships that disrupt the vertical imposition of knowledge. Key results highlight the construction of autonomy and the strengthening of collective identity through a "dialogue of knowledges" (diálogo de saberes). The study concludes that the PIP transcends mere technical instruction, positioning education as a tool for social transformation that encourages a critical consciousness toward reality and promotes the development of free subjectivity within a context of structural inequality.