Pedagogías Decoloniales para replantear las relaciones pedagógicas en la educación escolar

This seminar is linked to the European project MiCREATE

This seminar is part of a series of self-training activities that explore references and experiences that allow us to respond to the challenges that emerge from our stay in primary and secondary schools within the framework of the MiCREATE project. One of these challenges is to think and plan with the schools well-founded proposals that allow reviewing the colonial frameworks of thought that guide educational decisions and to generate decolonial alternatives.

For this purpose, this seminar has three main purposes: a) to generate a current of thought in the face of the challenges of school education; b) train ourselves from a collective learning device and c) project decolonial frameworks and strategies that can be shared with the primary and secondary schools with which we collaborate.

The challenge posed to us is how to relate to what has been thought to question the colonial discourse –of which we, by geographical, historical and mental location are part of– to recognize our colonial, Eurocentric and cosmopolitan inertias, and take them to the pedagogical –which is part of the colonial narrative– to decolonize it. What can lead us, as Catherine Walsh (2008) points out, on the one hand, to recognize our own pedagogies (inwards home), and on the other, pedagogies with “others” (outwards home).

One of the challenges of this seminar has been the selection of texts from the abundant material available and generated, above all, by Latin American colleagues in the last twenty years. Those who attended the seminars with María Paz Aedo and José Romero in the first semester of this academic year have already made an approach to the decolonial proposals of Anibal Quijano, Frantz Fanon, Enrique Dussel, Walter Mignolo, Catherine Walsh among others. These ‘foundations’ will be present in some of the texts that we now share.

The readings for the seminar

As in the previous seminar, we propose to have each session led by one or two people, who introduce the texts and pose questions and/or topics for conversation. Taking the minutes, which gives way to collective annotations, can complete each meeting.

January 13th: Placing the framework of decolonial pedagogies

In this first session, the proposal is to dialogue with two texts that offer a panoramic vision of decolonial pedagogies.

January 20th: Decolonial Pedagogies, Frontier Thought and Decolonial Competencies

In this second session we open the focus to situate in a relational way some axes that can place us in a genealogy of decolonial pedagogies. The challenge of these first two sessions is to review our ‘thought images’ and move from them to our different realities.

January 27th: Decolonial pedagogies to promote an education and a society other

In this session we will discuss two articles that specify some ways of approaching the life of schools to promote a decolonial attitude.

February 3rd: Decolonial pedagogies, posthumanism and pedagogies of ‘discontent’

In this session we will dialogue with two articles by Michalinos Zembylas, professor of Educational Theory at the University of Cyprus, who invites us to make sense of decolonial pedagogy by linking it with posthumanism. An interview with him can be found in Matter, Journal of New Materialist Research that we published from Pedagogías Culturales.

February 10th: To continue the conversation: culturally sustainable schools

To finish, the founding text, written by Django Paris and published in Educational Researcher –the AERA magazine– of what has come to be known as “Culturally sustaining pedagogy”. A perspective that, if you would like to, we can explore in depth in the next seminar.


January 13, 20, 27, February 3 and 10, 2021


10am to 12am

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