Descolonización educativa y horizontes de transformación: Integrando epistemologías del Sur en la lucha antirracista, el Buen Vivir y la educación inclusiva

• Lazo García, Teodoro ^[1]
  1. [1] Experto independiente
• Localización: Revista española de desarrollo y cooperación, ISSN-e 2794-0462, ISSN 1137-8875, Vol. 51, Nº. 2, 2024 (Ejemplar dedicado a: Educación, Género y Desarrollo eco-social), págs. 201-212
• Idioma: español
• DOI: 10.5209/redc.94730
• Títulos paralelos:
  • Décolonisation de l'éducation et horizons de transformation: Intégration des épistémologies du Sud Global dans la lutte antiraciste, le Bien Vivre et l'éducation inclusive
  • Educational Decolonization and Transformation Horizons: Integrating Epistemologies of the Global South in the Antiracist Struggle, Buen Vivir, and Inclusive Education
• Enlaces
  • Texto completo
• Resumen
  • español

    Este artículo explora la descolonización educativa, integrando epistemologías del Sur en la lucha antirracista, el Buen Vivir y la educación inclusiva. Se examinan enfoques teóricos y prácticos, destacando la importancia de una perspectiva interseccional. Se discuten ejemplos concretos de implementación curricular y estrategias pedagógicas, junto con reflexiones sobre los desafíos y oportunidades.

  • français

    Cet article explore la décolonisation éducative, intégrant les épistémologies du Sud Global dans la lutte antiraciste, le Bien Vivre et l'éducation inclusive. Les approches théoriques et pratiques sont examinées, mettant en évidence l'importance d'une perspective intersectionnelle. Des exemples concrets de mise en œuvre curriculaire et de stratégies pédagogiques sont discutés, ainsi que des réflexions sur les défis et les opportunités.

  • English

    This article explores educational decolonization, integrating epistemologies of the Global South in the antiracist struggle, Buen Vivir, and inclusive education. Theoretical and practical approaches are examined, highlighting the importance of an intersectional perspective. Concrete examples of curricular implementation and pedagogical strategies are discussed, along with reflections on challenges and opportunities.

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