Construction of a decolonial pedagogy...an urgent human action

Abstract

This article showcases the research results of the analysis of three basic guidelines for the construction of a decolonial pedagogy: The first one: Recognition of what is ours, this guideline reflects on the reciprocal relationship of man with nature, which is developed from cultural heritages and current knowledge under a vision of endogenesis as the ability to inhabit a geographical-cultural territory in a coherent way, generating its own way of thinking.
The second guideline: Critical interculturality, or the epistemic, social and educational project, understood as the ontological dimension of respect for the other and difference, which legitimizes otherness as a pedagogical tool, with a critical perspective, dismantling the role of the school as a reproducer of forms of power, knowledge and being, typical of the colonial era.
The third guideline: Critical Pedagogy, as a democratic practice, it is inscribed in a reflexive process, with epistemology, didactics and pedagogy characterized by dialogicity, criticality and otherness, with a hermeneutic potential for transformation, symbolic and epistemic liberation towards a decolonizing praxis.
The decolonial pedagogy, proper to self-determination and self-liberation framed in the three guidelines, generates decolonial, critical thinking, leading to a process of resistance and insurgency that makes visible the geopolitics of knowledge and the topology of being, so that the school ceases to be a space of mental colonization and becomes a generator of emancipatory knowledge.