Saber, poder y justicia

Una aproximación decolonial a la deconstrucción epistémica de la educación

Bibliographic Data

ID11729040
AuthorsRicardo Sánchez Lara (0000-0003-3223-6555, Universidad Católica Silva Henríquez, corresponding author), Sofía Druker Ibáñez (0000-0002-0934-4825, Universidad Católica Silva Henríquez)
Year2022
Volume17
Issue1
Pages101-120
Publication date2022-05-28
Open AccessYes
TypeARTICLE
VenueRevista Ensayos Pedagógicos (JOURNAL)
Journal identifiersISSN: 1659-0104 • E-ISSN: 2215-3330
PublisherNational University, Costa Rica (PUBLISHER • CR)
DOI10.15359/rep.17-1.4
OpenAlexW4293068603
LanguageEN
Citations received1
References cited11

This essay proposes a deconstructive approach of structural coordinates that, situated at the intersection of being, knowledge and power, are institutionalized as governmentality devices that organize educational narratives of domination. These narratives are sustained by objectivist and reifying epistemological assumptions articulating hegemonic constructions of knowledge, as a condition for the updating of exclusion systems based on colonial discourses and practices that produce and perpetuate subalternized otherness. Putting the premise of ontological reality in parentheses, we address the relationship between being, knowledge and power as an educational justice issue, focusing on the dimensions of distribution, recognition and participation as axes for the displacement of educational scenarios embedded in colonial frameworks

Humanities · Economic and Social Development · Educational theories and practices · Latin American Cultural Politics · Philosophy

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Open DOIOpen Access