Aproximación de la teoría decolonial para pensar la pedagogía crítica latinoamericana a través de una cátedra local

Abstract

The present research is developed from an epistemological reflection that interprets the global north and its relationship of dominance over local epistemes interpreters of other ways of making knowledge, it is in this scenario from where the sociologies of emergencies propose to generate an insurgent academy that positions knowledge unknown by hegemonic knowledge. Around this problem is generated the design of a micro curriculum for a subject of the Bachelor of Social Sciences of the Universidad la Gran Colombia with the aim of positioning emerging knowledge that dialogues those dialogues with the prevailing knowledge to provide richness to the interpretation of reality. The question that arose from this problem is, in what way could educational practice change the power relations that permeate reality and reproduce inequality in Latin America? From the constructivist paradigm, a documentary review was methodologically advanced articulated with the application of research techniques such as semi-structured interviews and documentary analysis. Where the need to strengthen education from the local level to achieve a liberating and decolonial education was evidenced. Finally, emphasis is placed on the need to build a space for critical thinking from the academy, to enable the interpretation of reality and the search for a complete transformation of it.