Decolonial pedagogy: building an intercultural education

Abstract

Decolonial pedagogy proposes a profound transformation established in the educational system, perceiving the questioning of colonial structures that still persist as knowledge, teaching, and learning considers a relationship of link between the educational unit and the context of the community. This perspective seeks to recover ancestral knowledge and knowledge of indigenous peoples, recognizing that education should not only be a process of cultural imposition but, on the contrary, create spaces for dialogue between different ways of understanding and building an education with practices of interculturality.

From a decolonial pedagogical perspective, it conceives of the search for a transformation of educational systems that contributes to the teaching and learning process, which concretizes the decolonization of knowledge and understanding of the inclusion of multiple cultural perspectives. It also focuses on consolidation as a proposal contextualized within the framework of knowledge and revaluation of cultural diversity, consolidating the appreciation of the different particularities that each culture represents, conceiving of the recognition of cultural diversity, as well as practices of equality and sustainability of rights that reflect the context of indigenous peoples.

Likewise, the decolonial pedagogical approach tends to promote and emphasize the creation of decolonial pedagogical environments based on practices and principles of reciprocity from one’s own experiences however, building intercultural education challenges the structure of colonial pedagogies, since they perpetuated a manifest marginalization of certain cultures and knowledge of indigenous peoples however, building hegemonic narratives of a critical and transformative pedagogical structure promotes an educational approach that not only imparts knowledge, but also encourages students in the collective ideological construction during the educational learning process, integrating their own experiences into knowledge.