Based on the proposal of Catherine Walsh, on homonym book, Decolonial Pedagogy integrated group of authors who discuss the question of the pedagogical dimension related with the problems of decolonization of thought.
The decolonial thought proposed by Walsh, is based on the criticisms of Frantz Fanon and Paulo Freire, integrating other American and Caribbean thinkers, proposed on one hand to denounce the hegemonization of colonial thought based on racialization and colonial domination (Fanon) and to rethink proposal of a pedagogy for freedom (from Freire).
A plural option of pedagogy (s) and (de) colonial marks in Walsh the will to value insurgent pedagogies and that educational processs produced in contexts of struggles of social movements for emancipation, or against marginalization and social exclusion.
She will also try to dialogue with the purpose of searching for other ways of thinking, of being, of being and of being, of feeling or of existing based on the experience of life.
A decolonial pedagogy is an insurgent, autonomous and libertarian pedagogy in the measure that marks, on one side, the inexistence of original natural purity; where each individual and community carries their history (not trying to reverse the process of colonization, but to reify that colinility exists and need to be dismantled to facilitate the emergency of liberation); and that the pedagogical challenges imply creating alternatives and emancipating projects that allow us to resist, transgress, innovate, rise up and influence life and time.
Paulo Freire – Tha Autonomy Pedagogy
Catherin Walsh – Decolonial Pedagogy
Enrique Dussell – Liberation Philosofie
Walter Mignolo – The Decolonial Been
Fall Borda _ The Sentient beings as commitment
Manuel Zapata Olivella – The voice of Caribe
Alfred Taiake and the Resusrgence The role of original commnuities