G.05. Decolonial Researches between Pedagogical Horizons and Critical-Participatory Methodologies

The decolonization of knowledge (and, along with it, of ontology) is identified as a fundamental task of decoloniality, aimed at re-subjectivising colonial (sub)objects. From the position of a critical pedagogy within the discourse between the Global North and South, it is crucial to engage in committed dialogue towards an epistemic disobedience and reconstruction of social justice. The recognition of multiple expressive, cognitive, and experiential forms will serve as the cornerstone of a transformative research process. This pathway - grounded in the theoretical and methodological principles of decolonial pedagogy and participative research in various articulations, including dialogue and exchange with Indigenous perspectives -, will be discussed with scholars in an inter-transdisciplinary approach. The panel intends to raise awareness about different ways of conceiving existence and knowledge, particularly with those grounded in non-extractivist relationships with the Earth and other living beings. The contemporary world in which we are immersed, on one hand, challenges us through the voices of the Other - their anthropology, their epistemic approaches - while on the other hand, it expresses socio-cultural and political pressures that continue to deny legitimacy to individuals and groups who embody non-predominant ways of life and knowledge. In light of the struggle against several and severe forms of injustice, it’s urgent to seek new epistemic, methodological, and practical foundations for both educational and existential pathways. The panel will be a place in which cultivate new interpretive frameworks for socio-economic, political and educational dynamics, as well as methodologies and tools for their deconstruction and reconstruction.