Desafios de la pedagogía decolonial: experiencias en una comunidad de aprendizaje

Abstract

This article collects the educational experiences in matters of cultural diversity and educational inclusiveness in a constituent school as a learning community located in a plural and culturally different context. The methodology follows a Case study within the phenomenological-ethnographic perspectives of the research. To do this, we carry out semi-structured interviews, informal conversations and discussion groups accompanied by participant observation and the field notebook. The analysis of the results shows us the manifest rejection of the teachers towards the most significant racist attitudes and expressions, however, the lack of recognition of subtler racist colonial gestures and positions, framed within the collective and colonial imagination. In conclusion, the colonialist of knowledge has become so deeply submerged in the collective imagination that, including teachers involved with inclusive education, find it difficult to recognize.