Transformation and Social Vindication from Education

Abstract

This paper is part of the context that integrates the doctoral research entitled "Postcolonial Pedagogy, transformation and social vindication from Education". It offers a vision of the debate on the coloniality of knowledge and education, a reflection from there on postcolonial pedagogy and education, in Latin American thought, considering other epistemes that account for our plurality, and the transforming acts and changes as a political exercise in education. As for the methodological action, it is a qualitative, documentary research, of hermeneutic character where we try to make interpretation of diverse sources that allow us to approach the most significant contributions of the postcolonial pedagogy in the way towards the theorization of an educational proposal, which understands that it is humanistic, critical, problematizing, that goes to the encounter of an individual and collective teaching-learning process, that contributes in the construction of new participative subjects, dynamic in their process of knowledge creation, as of political and social transformation of their reality. It is to become aware of their existence and their transforming capacity, as well as their ability to recognize themselves and be recognized in diversity and cultural plurality. It is an invitation to think, look, listen and know in a different way.