PAULO FREIRE IN THE GENEALOGY OF DECOLONIAL PEDAGOGY: A READING OF EXTENSION OR COMMUNICATION?
DOI:
https://doi.org/10.5216/ia.v46ied.especial.68056Abstract
This paper is characterized as a theoretical-conceptual study that attempts to discuss the contributions of Paulo Freire's Extension or Communication? within the genealogy of Latin American decolonial pedagogy. Inserted in the Modernity/Coloniality theoretical current, decolonial pedagogy is constituted as a political, social, epistemic, and ethical project, expressed by critical interculturality, which bets on the evocation of previously marginalized knowledge and on an insurgent posture towards the rigid structures resulting from the Modernity/Coloniality binomial. In Extension or Communication?, Paulo Freire presents elements that are part of the bases of this thought, such as criticism of the supposed scientific neutrality; cultural invasion as an action of silencing and reification of the oppressed man; hierarchization of knowledge and epistemic prejudice; and social awareness as a transformation strategy. We conclude that the work can be considered, within the development of Freirian thought, a precursor of decolonial pedagogy.
KEYWORDS: Paulo Freire. Decolonial Pedagogy. Decoloniality.
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