WALSH, Catherine (Ed.). Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir. Tomo I. Quito, Ecuador: Ediciones Abya-Yala, 2013.

Adams, Telmo

doi:10.5212/praxeduc.v.10i2.0015

Cited by 133 publications

(150 citation statements)

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“…Catherine Walsh (2013), Fidel Tubino (2005 asseveram sobre as diferenças entre as propostas de interculturalidade funcional e crítica: se na primeira não são questionadas as lógicas do modelo neoliberal, compatibilizando os discursos de diversidade ao diálogo, à tolerância sem…”

Section: Pré-pós Quilombola -Turma João Suráunclassified

Pre-Post Quilombola – João Surá Class: an intercultural exercise?

Borba

2023

CLIUM

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This article intends to describe and analyze the trajectory of the constitution of the Pre-Academic Training Course: Affirmation in the Post UFPR - Quilombola Group João Surá that was held in 2017, at Colégio Estadual Quilombola Diogo Ramos, municipality of Adrianópolis - PR, under the auspices from the Nucleus of Afro-Brazilian Studies at the same University. The multiple strategies for composing the group that included 24 course participants will be presented, including: undergraduate students, quilombola teachers or teachers who teach quilombola students, with the objective of preparing to enter postgraduate studies. Among the preparatory modules, this work highlights the development of research projects that followed the interests of the students. Therefore, the possibility of decolonial critical intercultural production will be analyzed, that is, political projects that aim at authentic dialogues with epistemic-methodological perspectives based on the encounter of various subaltern knowledges in interaction. The qualitative methodology here involved participant observation, field diary and analysis of the students' research proposals.

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Section: Pré-pós Quilombola -Turma João Suráunclassified

Pre-Post Quilombola – João Surá Class: an intercultural exercise?

Borba

2023

CLIUM

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“…Sin embargo, aquí debemos decantar el concepto de educación desde el marco de una pedagogía decolonial (Walsh, 2013). Primeramente, haciendo énfasis en que, si se sigue una perspectiva transcultural, fuera/lejos de una postura colonial y reproductora de las relaciones sociales dominantes y opresivas (sea cual sea su centro u origen), la pedagogía sirve, en un doble sentido, como medio de desculturalización y un proceso de trans-e interculturización (históricamente establecidas como espacios abiertos en cada caso).…”

Section: ) El Concepto De Pedagogía Decolonialunclassified

“…Es nuestro objetivo principal en este artículo problematizar el papel del enfoque decolonial (ese que asumimos con libertad, como perspectiva teórica para el análisis del tema en cuestión, aunque ciertamente reconocemos que existen otras posturas posibles), para realizar un análisis crítico del problema de la pedagogía nuestra/americana. El primer propósito de este ensayo es resaltar los límites y posibilidades de una pedagogía decolonial (Walsh, 2013), así como el campo de opciones que nos abre el actual contexto histórico de Abya Yala 1 . Este último se caracteriza por la profundización del sistema capitalista global; además, por la expansión de viejas y nuevas formas de colonización y modernización: entre continentes, entre países e incluso a lo interno de cada país, como sucede en el caso particular de Nuestra América.…”

Section: Introductionunclassified

Pedagogía Decolonial: Límites, Posibilidades Y Alternativas Identitarias Trans- E Interculturales Desde Nuestra América

Torres¹,

Alvarado²

2019

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El presente ensayo apunta hacia la discusión de límites, posibilidades y metodología de la pedagogía decolonial desde el actual contexto histórico nuestro/americano y la expansión tanto de viejas como de nuevas formas de colonización y modernización. Se tiene como propósito analizar algunos problemas que supone y plantea el enfoque decolonial, en el marco de la pedagogía, en su relación con la trans- y la interculturalidad, como límites racionales y éticos de la decolonialidad.

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“…Latin American nation-states with large Indigenous populations are often recipients of international development funding whereby Eurocentric, standardized education and evaluation are prioritized as remidies to high rates of poverty and minority language use (Johnson, 2010;Walsh, 2013). The contradiction of sending Indigenous educators to learn from the sociopolitical context of U.S. education, where Indigenous students are the least served by educational institutions, and the most at risk of academic failure (Brayboy & Maaka, 2011;McCarty, 2009), and Mexican-American/Latinx students experience high rates of school marginalization (Pearl, 2011), was rarely, if ever, acknowledged by foreign aid funding personnel or funding discourse.…”

Section: Transborder Professional Development and Settler-colonialismmentioning

confidence: 99%

“…These shifting hierarchies ranged from emergent-legitimizing Indigenous linguistic and cultural practice within the curriculum-to pedagogical orientations which challenged the exclusive logic of western modernity and uncouple them from school as Western and colonial (Walsh, 2013). For some teachers, integrating the community and parents in schooling beyond the traditional "school as authority" relationship, was conceived as a significant new opportunity for (re)framing teacherparent dialog.…”

Section: Theme 3: Rethinking Inclusion and Relationality In Teachingmentioning

confidence: 99%

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

Anthony‐Stevens

Grino

2018

AMAE Journal

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This study examines the experiences of Indigenous Mexican educators following their participation in a transborder professional development initiative aimed at strengthening Indigenous Mexican education. Using qualitative and ethnographic methodologies, this article is guided by the following research questions: How do former participants in Transformación Docente, a U.S.-based and funded professional development program, conceptualize and enact culturally sustaining and revitalizing pedagogy in their practice? And how have their perceptions of pedagogy been impacted by their participation in Transformatión Docente? The findings challenge the hegemony of development agendas through multi-sited critique of top-down InterculturalBilingual Education policy and analyze on-the-ground enactments of Indigenous education. Findings reveal transborder professional development supported opportunities for Indigenous educators to: 1) legitimize Indigenous identities, 2) further Indigenous language agendas, and 3) rethink inclusion and relationality in teaching. This article highlights Indigenous teachers as strategic border negotiators, and narrators of counterhegemonic practices within institutional spaces. The study's implications further discussions of Indigenous survivance, and demonstrate the significance of transborder Indigenous dialogues to advance Indigenous struggles for selfdetermination.

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WALSH, Catherine (Ed.). Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir. Tomo I. Quito, Ecuador: Ediciones Abya-Yala, 2013.

Cited by 133 publications

References 0 publications

Pre-Post Quilombola – João Surá Class: an intercultural exercise?

Pre-Post Quilombola – João Surá Class: an intercultural exercise?

Pedagogía Decolonial: Límites, Posibilidades Y Alternativas Identitarias Trans- E Interculturales Desde Nuestra América

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

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