PERTENSER extension project: finding a possible decolonial pedagogy

Given the often tokenistic, ahistorical and apolitical approach to mainstream multiculturalism employed in schools, this paper theorizes transculturalism and decolonial thinking from a pedagogical perspective while also considering its potential as a transformative method of inquiry. Of particular interest to the authors is how employing transcultural narrative has the capacity to explore colonialism outside and beyond a conventional historical context in order to understand its impact on the present day. To this end, the authors discuss transcultural narrative as a form of decolonial pedagogy and inquiry, one that invites messy and often uncomfortable intro/trans-spective reflections where conflicting cultural, social and historical locations come into contact. This contact zone effectively compels unsettling dialogue between the colonizer/settler and the colonized, whiteness and color, privilege and marginalization, obstructionist and agency/ally work etc, locations which the authors argue are best understood collectively, relationally, and along a continuum rather than as a fixed binary. The authors present an example of this form of engagement (in the form of a transcultural narrative between an instructor and guest speaker), including the rationale through which it was actualized as well as some of the new inner/understandings that emerged from the inquiry experience. The potential to employ transcultural narrative as a pedagogical process of inquiry is also discussed.

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Teorias em disputa: o duelo entre liberalismo e pedagogia decolonial na Amazônia / Dispute theories: the duel between liberalism and decolonial pedagogy in the Amazon

Revista Educação e Políticas em Debate ◽

10.14393/repod-v9n3a2020-57852 ◽

2020 ◽

Vol 9 (3) ◽

pp. 587-618

Author(s):

Lúcia Isabel da Conceição Silva ◽

Isabell Theresa Tavares Neri

Keyword(s):

Decolonial Pedagogy

Este ensaio reflete sobre as contradições existentes entre o pensamento liberal e a sua corporificação na conflituosa realidade brasileira, sobretudo amazônida. Ao mesmo tempo, procura pensar em uma alternativa epistêmica apostando no pensamento decolonial como um importante caminho para dissolver o mito da narrativa salvacionista que está no cerne das pedagogias liberais, racistas e patriarcais, com base na crise de paradigmas. Realizamos um breve um diálogo com as teorias críticas, a pós-modernidade, a transmodernidade e a interculturalidade com o objetivo de compreendermos como o pensamento decolonial foi se consolidando, ao se constituir uma energia, em conjunto com os movimentos sociais, contra as opressões sofridas pelos povos colonizados por parte do capitalismo, do racismo e do patriarcado.

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De-universalizing the decolonial: between parentheses and falling skies

Gragoatá ◽

10.22409/gragoata.v26i56.51599 ◽

2021 ◽

Vol 26 (56) ◽

pp. 876-911

Author(s):

Lynn Mario Trindade Menezes de Souza ◽

Ana Paula Martinez Duboc

Keyword(s):

Teacher Educators ◽

Applied Linguistics ◽

Culturally Sensitive ◽

The Body ◽

Critical Examination ◽

Language Teacher ◽

Decolonial Pedagogy

Departing from the premise that decoloniality is growing in popularity within contemporary Brazilian Applied Linguistics studies, this paper claims in favor of a more performative decolonial praxis so as to prevent decoloniality from universality. In doing so, the text begins with some theorizations on decolonial thought with an emphasis on the triad fundamental in any decolonial exercise, that is to Identify-Interrogate-Interrupt coloniality. The paper, then, claims in favor of thinking communication otherwise which, along with the notions of bringing back the body and marking the unmarked, constitute the necessary decolonial strategies if one wishes to interrupt coloniality. A critical examination of The falling Sky: words of a Yanomami shaman, co-authored by Kopenawa and Albert (2013), is brought to the fore as illustrative of a decolonial pedagogy which attempts to help language teacher educators and researchers to become attentive to socially-just-oriented educational agendas that claim to be culturally-sensitive whereas, in fact, they may be serving the purposes of a still prevailing colonial project.

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Educação intercultural em religião de matriz africana na Amazônia: contribuições para uma Pedagogia Decolonial

Horizontes ◽

10.24933/horizontes.v34i1.331 ◽

2016 ◽

Vol 34 (1) ◽

pp. 101

Author(s):

João Colares da Mota Neto

Keyword(s):

Life Story ◽

Participant Observation ◽

African Origin ◽

Structured Interviews ◽

Ethnographic Interviews ◽

Historia De Vida ◽

Epistemological Debate ◽

Study Type ◽

Decolonial Pedagogy

ResumoO artigo pretende refletir sobre as relações entre o pensamento decolonial e o campo da educação, tomando como base uma etnografia das práticas educativas interculturais desenvolvidas no cotidiano de uma religião de matriz africana na Amazônia, o Tambor de Mina. Os dados deste estudo foram obtidos por meio de uma pesquisa qualitativa, do tipo estudo de caso etnográfico, no qual se realizou observação participante das práticas sociais, religiosas e educacionais do terreiro, entrevistas semiestruturadas com membros da casa, entrevistas etnográficas com entidades espirituais incorporadas em seus adeptos, descrição densa e levantamento de traços da história de vida dos sujeitos. Espera-se, a um só tempo, contribuir para o debate epistemológico centrado no cruzamento entre decolonialidade e educação, bem como discutir, a partir de elementos presentes na prática investigada, a possibilidade de construção de uma pedagogia decolonial na Amazônia que, dentre outros contributos, promova a tolerância na diversidade cultural e religiosa.Palavras-chave: Pedagogia decolonial; Educação; Tambor de Mina; Interculturalidade; Amazônia.Intercultural education in religion of African origin in Amazon: contributions to a Decolonial PedagogyAbstractThe article aims to reflect on relations between the decolonial thought and the education, based on an ethnography of intercultural education developed in the daily life of a religion of African origin in Amazon, the Tambor de Mina. Data from this study were obtained through a qualitative research, of an ethnographic case study type, with participant observation of social, religious and educational practices of the religion, semi-structured interviews with members of the house, ethnographic interviews with spiritual entities incorporated in its followers, dense description and life story of the subjects. It is expected, at the same time, contributing to the epistemological debate centered at the intersection between decoloniality and education, as well as to discuss, from elements present in the investigated practice, the possibility of building a decolonial pedagogy in the Amazon which, among other contributions, promote the tolerance in the cultural and religious diversity.Keywords: Decolonial Pedagogy; Education; Tambor de Mina; Interculturality; Amazon.

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Por uma pedagogia decolonial na América Latina: Convergências entre a educação popular e a investigação-ação participativa

Education Policy Analysis Archives ◽

10.14507/epaa.26.3424 ◽

2018 ◽

Vol 26 ◽

pp. 84

Author(s):

João Colares da Mota Neto

Keyword(s):

Latin America ◽

Action Research ◽

Participatory Action Research ◽

Latin American ◽

Social Scientist ◽

Popular Education ◽

Paulo Freire ◽

Participatory Action ◽

America Latina ◽

Decolonial Pedagogy

The article analyzes possibilities of convergence between popular education and participatory action research, taking as a reference the thought of the Brazilian pedagogue Paulo Freire and the Colombian social scientist Orlando Fals Borda. In particular, it examines these convergences in order to identify elements for the constitution of a decolonial pedagogy in Latin America. It is a research inserted in the field of the comparative history of Latin American social thought, using as primary sources several works of Paulo Freire and Orlando Fals Borda. The article defends the argument that the convergence between popular education and participatory action research is one of the most fruitful, creative and instigating intellectual contributions ever produced in Latin America, capable of pointing to a decolonial pedagogy that confronts intellectual colonialism, Pedagogical traditionalism and the authoritarianism of modern-colonial science.

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The preferred ordeal

Unlimited action ◽

10.7228/manchester/9780719091605.003.0002 ◽

2019 ◽

pp. 30-61

Author(s):

Dominic Johnson

Keyword(s):

Historical Context ◽

Active Participation ◽

Paolo Freire ◽

The Aesthetic ◽

Decolonial Pedagogy ◽

A Performance

An Eight Day Passage (1977) is an exemplary example of a performance of extremity. This chapter looks at Kerry Trengove’s landmark performance of endurance, in which the artist was bricked into a breezeblock cell in a gallery and tunnelled his way out by hand over eight uninterrupted days. The performance was accompanied by a sophisticated invitation to active participation, co-co-creation and conversation by its audience. By reading this work in the aesthetic context of other practices of endurance art in the 1970s and the historical context of the miners’ strikes in Britain, as well as in dialogue with the decolonial pedagogy of Paolo Freire, this chapter discusses An Eight Day Passage in relation to duress, masculinity, limit-acts and limit-experiences, work, agency, and relationality.

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