Education and Society: Towards a New Decolonial Epistemological Turn

 

Αποθηκεύτηκε σε:
Λεπτομέρειες βιβλιογραφικής εγγραφής
Συγγραφέας: Cruz Picón, Pablo Emilio
Μορφή: artículo original
Κατάσταση:Versión publicada
Ημερομηνία έκδοσης:2024
Περιγραφή:The objective of this essay is to redefine the value of the approaches of Latin American theorists, such as Boaventura, Dussel, Freire, Grosfoguel, Zea and Zuleta, among other authors, who advocate a decolonial education based on criticality, cultural diversity, own knowledge, emancipation, and liberation, among other features. For this reason, the analysis was based on a qualitative hermeneutic-analytical approach. Among the main contributions, it is determined that the construction of a decolonial pedagogy is obtained from a polynomial epistemic-humanist-ethical alliance: the recognition of the other, interculturality, critical-emancipatory pedagogy, and the validity of ancestral knowledge. It is concluded that the decolonial turn and epistemological decolonization not only outlines theoretical perspectives, but also a possible cognitive pragmatism that guides epistemic praxis to a sociopolitical terrain, where human beings recognize their history and place in the world.
Χώρα:Portal de Revistas UNA
Ίδρυμα:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Γλώσσα:Español
Inglés
OAI Identifier:oai:ojs.www.una.ac.cr:article/19959
Διαθέσιμο Online:https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/19959
Λέξη-Κλειδί :conocimiento
desarrolllo y educación
epistemología
sociedad contemporánea
contemporary society
education and development
epistemology
knowledge