Pedagogía del odio y educación desde el odio: Política del enemigo, consecuencias sociales contemporáneas y clownología del oprimido como contrapedagogía escénica

This article examines two distinct, and often intertwined, ways in which education produces hate. As a first conceptual contribution, it distinguishes hate pedagogy from education from hate. The former is a structured, methodical, curricular ideological framework: a design that teaches hate through programs, bans, campaigns, laws, and a deliberate public pedagogy. The latter is the violent affective practice that takes place in the classroom or the wider school environment without answering to any formal institutional plan: the gesture, the nickname, the complicit silence, humiliation, isolation. The article argues that both are intertwined with ultraconservative political projects, although education from hate can also flourish under progressive curricula. It analyzes their current consequences (polarization, teachers’ fear, censorship, everyday cruelty) and, in particular, armed attacks by students in U.S. schools as an extreme crystallization of school climates of rejection. The final revision of this text coincided with an event that forbids treating that archive as foreign: on October 1, 2026, two former students attacked a secondary school in Torreón, Coahuila, with bladed weapons and killed the deputy principal. Mexico, and not only the United States, also educates in climates of grievance. Against this horizon, the article proposes, as a second conceptual contribution, the clownology of the oppressed: a synthesis of the clown tradition (Lecoq, Gaulier), Freirean pedagogy, and Boal’s Theatre of the Oppressed. Rather than a therapeutic ornament, it is an embodied method for interrupting both hatred within the curriculum and everyday affective violence.