Resumo

STRECK, Danilo R.  e  MORETTI, Cheron Zanini. Coloniality and Insurgency: Contributions for a Latin American Pedagogy. Rev. Lusófona de Educação [online]. 2013, n.24, pp.33-48. ISSN 1645-7250.

The purpose of this essay, based on assumptions of Paulo Freire’s work, is to discuss Latin-American pedagogy and the production of knowledge from the perspective of the struggle to overcome pedagogical coloniality. The first part of the study is dedicated to situate the educational practices of emancipatory character in Latin America in the current pedagogical context, in social movements and in the university, identifying some of its main characteristics. Following, there is a brief recovery of historical information around the issue of coloniality and its overcomig in and through education. At the end of the essay, there are presented some contributions to think through the tension between coloniality and insurgency in Latin American Pedagogy: a) the horizontal dialogue between knowledges in the search for alternative methodologies; b) the territories of resistance as representing the movement between diverse spaces and temporalities; c) the search for the negated Latinity or the frontier knowing. José Martí, Simón Rodríguez and the zapatistas are important references in the search for the Latin American pedagogical memory, and will be taken as key authors in the problematization of this pedagogy which understands itself as an open process, where overcoming coloniality starting from the tension produced through pedagogical insurgencies means to anticipate and rehearse emancipatory possibilities, endogenous and authentic.

Palavras-chave : coloniality; insurgency; Latin American Pedagogy; Paulo Freire.

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