Estudios sobre las perspectivas interculturales de la educación y el diálogo epistémico. Decolonialidad del saber: la educación como potencial motor de transformación social

Abstract

Throughout this paper, the permanence of a colonial memory that normalizes diminishing or denying the value of ethnic and cultural plurality is questioned. Faced with this problem, this article explores how education can become an effective tool in the construction of a real and effective recognition of the multicultural and multi-ethnic. To achieve this, the combination of education and ancestral knowledge is proposed, a combination that can structure an epistemic rupture that allows a real approach and appreciation of this knowledge. What is being investigated, therefore, is the possibility of constructing horizontal dialogues between different forms of knowledge, dialogue that can dismantle the social imagery that associates ethnic diversity with ethnic hierarchization. For the development of this proposal, Catherine Walsh’s theoretical base on the intercultural and the pedagogical in relation to coloniality is used, in addition to Raul Fornet-Betancourt’s vision of the link between philosophy and education. The approach to this proposal presents four moments: The first provides a contextualization of the colonial heritage and its current presence. The second exposes the relationship between education and coloniality. The third explores the link between philosophy and education. The fourth moment highlights the importance of the link between education and ancestral knowledge as a means to achieve a new perception of the multicultural and multi-ethnic, perception that highlights the potential of this knowledge within the various realities and current contexts.