COLONIALITY OF DECOLONIALITY: A REFLECTION FROM THE PEDAGOGICAL-EDUCATIONAL PERSPECTIVE

Abstract

This article addresses the conceptual trajectory that articulates coloniality, postcolonialism and decoloniality, emphasizing the change of mentality as a central element in the construction of new ways of being and acting, especially in relations with otherness. Based on a qualitative bibliographic review, the study shows how academic production - from different geographical and cultural contexts - has contributed significantly to the deepening of the critique of colonial logics and to the formulation of decolonial alternatives. Structuring aspects, such as power relations, gender inequalities, market logic, and white Western hegemony, are analyzed as mechanisms that sustain domination, racism, and the reproduction of social inequalities. In this path, postcolonialism emerges as a critical field that problematizes the colonial heritage and points out paths for equitable relations. However, it is decoloniality that proposes an epistemological and practical break with the patterns that sustain colonialism. By discussing concepts such as the coloniality of power, knowledge, being, and gender, the article proposes a critical decolonial pedagogy, based on the valorization of marginalized knowledge, the deconstruction of Eurocentric narratives, and the commitment to social justice. It is concluded that decoloniality, as an ethical, political and pedagogical proposal, offers powerful ways to rethink education in a more plural, emancipatory and committed way with historically oppressed subjects.