Is It Still Pedagogy? Ruptures, displacements, and contradictions of Decolonial Education
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Abstract
This research article critically examines the tensions within decolonial pedagogies in relation to modernity. Focusing on three key axes: the impossibility of thinking pedagogy beyond modernity, the shift from the educable subject to the ethical recognition of the enunciative locus, and the critique of literacy as a representational paradigm, it argues that decolonial pedagogies do not represent a complete rupture from modernity, but rather are traversed by a constitutive tension. Likewise, it is noted that the contemporary educational field appears to be opening up to ecologies of knowledges and languages that do not reproduce epistemic hierarchies, but which put into question a key concept of classical pedagogy: formation. Decolonial pedagogies, rather than constituting an alternative model, can be understood as a tension, since modernity remains present even in what seeks to overcome it.
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