Descautivar o pensamento pedagógico latino-americano: (Des)colonização e (Des)patriarcalização a partir da crítica feminista

ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.RESUMEN. En este artículo, nos proponemos desarrollar las ideas de descautivar, descolonizar y despatriarcalizar la pedagogía desde teóricas feministas latinoamericanas tomándolas como "fuentes", las cuales nos ayudan a (re)crear bases epistemológicas de "nosotras" ante las epistemologías dominantes. Se trata de una investigación cualitativa de base bibliográfica que se apoyó en Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, entre otras. Sus aproximaciones y diálogos, nos llevan a la comprensión de "sororidad" y de "ética feminista" como parte imprescindible de un pacto de complejas relaciones en el fortalecimiento de experiencias comunes de las mujeres, en especial, en cuanto al saber/conocer, poder y ser. En el movimiento de transformación de la Educación Popular y de la Pedagogía, encontramos caminos para descautivar, descolonizar y despatriarcalizar esas relaciones, pero también como caminos para (re)existir y resistir en la consubstancialidad entre raza, clase y género.ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender.Nesse artigo, nos propomos a desenvolver as ideias de descautivar, descolonizar e despatriarcalizar a pedagogia a partir de teóricas feministas latino-americanas tomando-as como “fontes”, as quais nos ajudam a (re)criar bases epistemológicas de “nosotras”, ante as epistemologias dominantes. Trata-se de uma pesquisa qualitativa de cunho bibliográfico que se apoiou em Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, entre outras. As suas aproximações e diálogos nos levam à compreensão de “sororidade” e de “ética feminista” como parte imprescindível de um pacto de complexas relações no fortalecimento experiências comuns das mulheres, em especial, quanto ao saber/conhecer, poder e ser. No movimento de transformação da Educação Popular e da Pedagogia, encontramos caminhos para descautivar, descolonizar e despatriarcalizar essas relações, mas também como caminhos para (re)existir e resistir na consubstancialidade entre raça, classe e gênero. Palavras-chave: Descolonização do conhecimento, Despatriarcalização do conhecimento, Epistemologia Feminista, Educação Popular, Pedagogia Latino-americana.   Descautivar the Latin American pedagogic thought: (Des)colonization and (Des)patriarchalization from the feminist critique ABSTRACT. In this paper, we propose to develop the ideas of “descautivar”, decolonizing and depatriarchallizing the pedagogy from Latin American theorists feminist, taking them as "sources", which help us (re)create bases epistemological of "us" before the dominant epistemologies. This is a qualitative bibliographic research that was supported by Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, among others. Their approximations and dialogues lead us to the understanding of "sorority" and "feminist ethics" as an essential part of a pact of complex relationships in strengthening common experiences of women, especially as to knowing, power and being. In the transformation movement of Popular Education and Pedagogy, we find ways to “descautivar”, decolonize and depatriarcalize these relations, but also as ways to (re)exist and resist in the consubstantiality between race, class and gender. Keywords: Knowledge Decolonization, Knowledge Depatrialization, Feminist Epistemology, Popular Education, Latin American Pedagogy.   Descautivar el pensamiento pedagógico latino americano: (Des)colonización y (Des)patriarcalización a partir de la crítica feminista RESUMEN. En este artículo, nos proponemos desarrollar las ideas de descautivar, descolonizar y despatriarcalizar la pedagogía desde teóricas feministas latinoamericanas tomándolas como "fuentes", las cuales nos ayudan a (re)crear bases epistemológicas de "nosotras" ante las epistemologías dominantes. Se trata de una investigación cualitativa de base bibliográfica que se apoyó en Francesca Gargallo, Luz Maceira Ochoa, Cláudia Korol, Maria Lugones, Marcela Lagarde, entre otras. Sus aproximaciones y diálogos, nos llevan a la comprensión de "sororidad" y de "ética feminista" como parte imprescindible de un pacto de complejas relaciones en el fortalecimiento de experiencias comunes de las mujeres, en especial, en cuanto al saber/conocer, poder y ser. En el movimiento de transformación de la Educación Popular y de la Pedagogía, encontramos caminos para descautivar, descolonizar y despatriarcalizar esas relaciones, pero también como caminos para (re)existir y resistir en la consubstancialidad entre raza, clase y género. Palabras clave: Descolonización del conocimiento, Despatriarcalización del conocimiento, Epistemología Feminista, Educación Popular, Pedagogía Latinoamericana