Decolonial Pedagogies in Catherine Walsh: Another Concept

Abstract

This is a philosophical-educational research, of a qualitative nature, supported by bibliographic methodology, whose objective is to present the concept of "Decolonial Pedagogies" based on the critical thinking of Catherine Walsh, from the chapter of her authorship, entitled "Lo pedagógico y lo decolonial: Entretejiendo caminhos", present in the book "Pedagogías Decoloniales: Práticas insurgentes de resistir, (re)existir y (re)vivir". From a decolonial epistemological perspective, the author points out other paths for a pedagogical conception whose objective is not tied to the instrumentalist aspects predominant in the formal conceptions of the educational field, impregnated by colonialism. Thus, the author defends a praxist pedagogical model, based on the dynamics of and for social, political, and cultural struggles, as insurgent practices to resist the hegemony of modern Western thought. In a proposal to think about the pedagogically decolonial and the pedagogically decolonial, it highlights, from Freire, Fanon and Zapata, different ways of thinking and acting for liberation, knowledge and humanization, showing that decolonial pedagogies do not configure a new field of study in which we can delve into authors. On the contrary, they are constructed through struggles, as an epistemic need for rupture and transgression to overcome the political moments that intertwine the pedagogical and the decolonial. In this sense, he argues that decoloniality cannot be understood as a theory, but as a project to be assumed in a practical, collective, individual, objective and subjective way, moving the gear of walking pedagogically through insurgent daily actions that allow us to break the false paradigm of marginalization and exclusion, distancing us from multiculturalism and approaching interculturality. Keywords: Decolonial Pedagogies; Coloniality; Colonialism; Multiculturalism; Interculturality.