Contribuições de Fernando González Rey ao debate decolonial na perspectiva das competências interculturais

This article analyses Fernando González Rey’s contributions to psychology, concentrating on his theory of subjectivity within historical-cultural and decolonial frameworks. Using a theoretical essay, it facilitates an exchange between his epistemological approach and Darla K. Deardorff’s intercultural competencies model, with the intention of informing educational practices that advance mental health in culturally diverse school environments. The discussion posits that subjectivity, understood as a contextually situated symbolic-emotional production, offers a basis for reconsidering educational processes beyond universal and normative paradigms. The text emphasizes the significance of qualitative epistemology and the constructive-interpretative methodology in analyzing intercultural experiences. It concludes that advancing intercultural competencies, aligned with subjectivity theory, enhances inclusive and adaptive educational practices to address current social challenges—particularly in Latin America. Furthermore, it underscores the value of emerging social representations in fostering intercultural coexistence and confronting longstanding inequalities. https://doi.org/10.21723/riaee.v21i00.2049302

Ethnography · Intercultural relations · Normative · Qualitative research · Situated · Subjectivity · Latin American Cultural Politics · Migration, Education, Indigenous Social Dynamics · Social Representations and Identity