The decolonial, as an alternative and emergent pedadogy or notes for thinking about pedadogy from a decolumnial perspective

Abstract

This article stems from the doctoral research entitled “Postcolonial Pedagogy, Transformation and Social Reclamation through Education” and offers a theoretical-argumentative approach to decolonial pedagogy as a critical response to hegemonic, colonial, and Eurocentric educational models. Framed within a qualitative, hermeneutic, and documentary approach, the study reflects on epistemic disobedience as a transformative praxis, proposing a critical, ethical, and intercultural pedagogy centered on the recognition of subaltern knowledges, curriculum reconfiguration, knowledge democratization, and the rupture with the coloniality of power, being, and knowledge. It draws on the contributions of authors such as Quijano, Freire, Walsh, Mignolo, Dussel, and Sousa Santos, affirming epistemic plurality, historical memory, and collective action as key foundations for a liberatory education. The resulting pedagogical proposal emphasizes the creation of learning spaces grounded in cultural and epistemic diversity, experience systematization, intercultural dialogue, and the construction of situated educational genealogies. The article concludes that a decolonial pedagogy is not merely a theoretical framework, but an ethical and political practice for social transformation from the Global South. It calls for the re-signification of pedagogy through a humanistic, ethical, critical, and emancipatory lens, and urges the continuation of research that challenges yet strengthens this approach, in pursuit of rethinking education from alternative perspectives.