Decolonize the people to decolonize education systems: between the cracks and seeding

Abstract

This essay aims to reflect on epistemological propositions about polarized and simplistic, from western modern scientific rationality, the eurocentric ideological thinking, and the colonizing and capitalist model that scrutinizes bodies, minds, trajectories, and existences of the indigenous peoples of Abya Yala, like Latin Americans and Africans. On the other hand, this writing weaves historical contexts of ruptures and deconstructions, which make up the complex emerging realities of Latin America, insurgents of analytical and constitutive antitheses of other views that point, theoretically, to the constitution of other epistemologies of the south, subverting the eurocentric gaze and provoking fissures in the status quo of hegemonic scientism. In the meantime, we inquired: from this perspective of epistemic rupture is it possible to decolonize social subjects as a way of decolonizing economic and educational systems? How to make decolonial epistemologies be effective in decolonial practices? This essay weaves works and structuring concepts about coloniality and colonization, about world-system, and it brings potential reflections on educational systems from a decolonial perspective, from freedom, hope, and for another possible world.