DECOLONIAL – INSURGENT KNOWLEDGES OF THE "GLOBAL SOUTH" AND THE DECOLONIAL TURN AS A HORIZON FOR THE CRITICAL TRANSFORMATION OF CONTEMPORARY EDUCATION
Bibliographic record
Abstract
In a world profoundly marked by epistemic hierarchies inherited from the coloniality of power, education has historically been one of the main instruments for maintaining inequalities. That is, more than just transmitting content, the educational system, in many parts of the globe, has reproduced Eurocentric worldviews, silencing knowledge, practices and experiences from the peoples of the global South. In other words, the modern Western school, with its standardized curricula and its universalist logic, often operates as an apparatus for the erasure of epistemologies that are born of the body, territory, orality, and resistance. Thus, it is essential to observe that insurgent knowledge, forged in popular struggles, ancestral spiritualities, social movements and peripheral territories, emerge as powerful forces for the reexistence and reconfiguration of educational practice. Thus, this article has as its object of investigation the processes of epistemic insurgency carried out by subjects from the global South who, by challenging the monopoly of Western knowledge, build educational practices based on critical interculturality and epistemic disobedience. In order to analyze how these practices are articulated with the decolonial turn in education, we seek to understand to what extent they offer real horizons for the critical transformation of the contemporary school. In this context, the research is guided by the following starting question: how can the insurgent knowledges of the global South, articulated with the decolonial turn, contribute to the reconstruction of a critical, plural education committed to overcoming the colonial hierarchies of knowledge? For this, we used as theoretical repertoire the works of Antunes (2009; 2021), Althusser (1970), Bessa Freire (2011), Dussel (2000; 2009), Escobar (2014; 2018), Fanon (2008; 2022), Frigotto (2001; 2010), Freire (1968; 1971), hooks (2013; 2015), Laval (2019), Laval and Dardot (2016), Mignolo (2006; 2010; 2012), Quijano (1992; 2000; 2002; 2020), Santos (2013; 2017), Simpson (2017), Smith (2007), Smith, Tuck and Yang (2019), Walsh (2013; 2019), among others. The research is qualitative (Minayo, 2007), descriptive and bibliographic (Gil, 2008) and with a comprehensive analytical bias (Weber, 1949). The findings indicate that insurgent knowledge has promoted ruptures with the monoculture of knowledge, repositioning the school as a territory of epistemic crossroads. Critical interculturality emerges as a tool for transformation, resignifying curricula, pedagogical practices and teacher training itself. Valuing the body, spirituality, orality and territory is essential for the reconstruction of fairer educational bonds. The decolonial turn, articulated with the reexistence of oppressed peoples, offers the basis for an ecology of knowledge that affirms epistemic pluralism. It can be seen, therefore, that decolonial education is not a complement to the current model, but an alternative project of the world.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.098 |
| Scholarly communication | 0.009 | 0.013 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".