University–school–community dialogues: first insights for a complex planetary decolonial education

Abstract

The reviewed work presents itself as a significant contribution to contemporary debates on critical education by bringing together Latin American scholars around the articulation of university, school, and community as spaces for social transformation. The review highlights that the chapters examine decolonial, transdisciplinary, and emancipatory perspectives, questioning the persistence of colonial, neoliberal, and authoritarian rationalities in educational processes. It emphasizes the defense of Complex Planetary Decolonial Mathematics Education as an alternative to disciplinary fragmentation and the invisibilization of historically marginalized forms of knowledge, as well as the valorization of Freirean dialogue in the formation of democratic and critical subjectivities. The work also examines the impacts of neoliberalism on the constitution of contemporary subjectivities and on the subordination of education to market demands, reaffirming the need for humanizing educational practices. Community learning experiences, reflections on socio-environmental disasters, the appreciation of quilombola knowledge, the construction of decolonial didactics, and the contemporary relevance of Adorno’s critique of authoritarianism are also addressed. It concludes that the collection advocates education as an ethical, political, and emancipatory practice committed to social justice, the appreciation of epistemological diversity, and the collective construction of knowledge.