Propuesta pedagógica para reforzar la expresión escrita desde un enfoque decolonial

Abstract

This contribution offers a first outline of decolonial practices in the area of Language and Literature in Basic Education at the higher sublevel. Our main objective was to design a pedagogical proposal based on a decolonial approach for teaching written expression. This decolonial pedagogy has certain important principles such as rethinking the curriculum and didactic within the classroom. In addition, it takes into account all educational actors to promote dialogic spaces from diversity and otherness. Among the main results, we found out that generating environments where family diversity is communicated, creates disagreement among students. Also, notions that families, teachers and students have pre-established were evidenced. In short, decolonial pedagogy can provide reasoning processes from writing that helps to promote collective knowledge. The theorists addressed are: Catherine Walsh, Silvia Rivera Cusicanqui, Walter Mingolo, Frantz Fanon, Paulo Freire; among others. All of this is imerse to build a path towards the conception of the pedagogical proposal. Consequently, the research design is developed under a qualitative approach, socio-critical paradigm, action research method and several data collection techniques which guided our study. In conclusion, this project fostered ways of thinking based on the decolonial approach which promotes the creation of contextualized texts through reflection and dialogue.