Epistemological routes to multi-verse the university

contributions to decolonise knowledge

Abstract

This essay aims to propose reflections from non-hegemonic epistemological routes to understand the colonial relations that are still present in training spaces, in Brazilian university centers, unfolded in their curricula and epistemes. We try to situate the debate around the colonialities that intersect the academic molds of formation, production and legitimation of knowledge, endorsing the criticism of the hegemonic, universalist, Christian, Euro-androcentric and monodiscursive epistemic model that imposes, silences and excludes other narratives, other epistemes. Understanding that the Higher Education Institutions in Brazil (HEI) have the social function of training subjects for life in society and work, through the production and dissemination of knowledge, we emphasize the importance of broadening the epistemological concepts that found these centers of knowledge. In this way, we pay attention to the potential of the decolonizing and pluriversal project as a premise for the necessary social justice and reparation with those who undertake daily, for centuries, the struggle and resistance for the memory and narratives of their peoples. Passing through concepts such as epistemicide, epistemic injustice, epistemic violence and epistemic oppression, we seek to create other routes, based on Engaged Pedagogy and Decolonial Pedagogy, to enhance other conceptions of education, training, curriculum.