Abstract:RESUMO Neste artigo, o objetivo é refletir sobre a emergência de um pensamento pedagógico decolonial na América Latina, tomando por base algumas das principais fontes intelectuais da educação popular nesse continente. Ao entender a educação popular como um “acumulado histórico”, que ao longo dos últimos dois séculos vem se afirmando como um movimento de resistência e um discurso pedagógico em favor dos setores populares, traz-se para debate as contribuições intelectuais do brasileiro Paulo Freire (1921-1997) e… Show more
“…In his more than 40 years of intellectual production, he denounced various aspects of coloniality, such as violence, dehumanization, and political authoritarianism. Such criticism touches pedagogical, sociological, anthropological, political, ethical, and epistemological issues (Mota Neto and Streck, 2019). Freire (2001Freire ( [1968) criticized the supposed neutrality of science, arguing that when the researcher does not take a stand against the perpetuation of domination and oppression, he or she contributes to perpetuating social inequality and colonial expropriation.…”
Section: Uncovering the Contribution Of Paulo Freirementioning
confidence: 99%
“…In his more than 40 years of intellectual production, he denounced various aspects of coloniality, such as violence, dehumanization, and political authoritarianism. Such criticism touches pedagogical, sociological, anthropological, political, ethical, and epistemological issues (Mota Neto and Streck, 2019).…”
Section: Uncovering the Contribution Of Paulo Freirementioning
An increasing number of academic scholars have been espousing a decolonial stance, seeking to address the so-called coloniality of power/knowledge. Yet, this path is far from cleared in critical management research and education, where we find a substantial number of studies bringing post-colonial arguments to the debate, but very few engaging with decolonial thinking. In this essay, we highlight the contribution of Paulo Freire to the decolonial debate through the concept of metodologia otra, a notion that questions the hegemony of Western-based methodologies and challenges the modern/colonial matrix by carving out spaces for those who have suffered a long history of oppression and marginalization to communicate from their own frames of reference. We argue that more than being critical, reflexive, or dialogical, a concrete engagement with decoloniality means mobilizing radical principles such as learning to unlearn, escrevivência, interculturality, and corazonar/sentipensar. Although Freire’s contribution to the construction of metodologia otra was original and pivotal, this contribution is poorly known. By salvaging Freire’s contribution in this special issue, we move decolonial concepts and values from the margins to the center of postcolonial debates within critical management studies and critical management education communities.
“…In his more than 40 years of intellectual production, he denounced various aspects of coloniality, such as violence, dehumanization, and political authoritarianism. Such criticism touches pedagogical, sociological, anthropological, political, ethical, and epistemological issues (Mota Neto and Streck, 2019). Freire (2001Freire ( [1968) criticized the supposed neutrality of science, arguing that when the researcher does not take a stand against the perpetuation of domination and oppression, he or she contributes to perpetuating social inequality and colonial expropriation.…”
Section: Uncovering the Contribution Of Paulo Freirementioning
confidence: 99%
“…In his more than 40 years of intellectual production, he denounced various aspects of coloniality, such as violence, dehumanization, and political authoritarianism. Such criticism touches pedagogical, sociological, anthropological, political, ethical, and epistemological issues (Mota Neto and Streck, 2019).…”
Section: Uncovering the Contribution Of Paulo Freirementioning
An increasing number of academic scholars have been espousing a decolonial stance, seeking to address the so-called coloniality of power/knowledge. Yet, this path is far from cleared in critical management research and education, where we find a substantial number of studies bringing post-colonial arguments to the debate, but very few engaging with decolonial thinking. In this essay, we highlight the contribution of Paulo Freire to the decolonial debate through the concept of metodologia otra, a notion that questions the hegemony of Western-based methodologies and challenges the modern/colonial matrix by carving out spaces for those who have suffered a long history of oppression and marginalization to communicate from their own frames of reference. We argue that more than being critical, reflexive, or dialogical, a concrete engagement with decoloniality means mobilizing radical principles such as learning to unlearn, escrevivência, interculturality, and corazonar/sentipensar. Although Freire’s contribution to the construction of metodologia otra was original and pivotal, this contribution is poorly known. By salvaging Freire’s contribution in this special issue, we move decolonial concepts and values from the margins to the center of postcolonial debates within critical management studies and critical management education communities.
“…According to Mota-Neto and Streck (2019), the historical trajectory of popular education from Paulo Freire and Orlando Fals-Borda contributed to the "emergence of a decolonial pedagogy, capable of resisting the subordination of the knowledge and experiences of social subjects marginalized by modernity/coloniality" (Mota-Neto & Streck, 2019, p. 207). The alignment of Freire and Fals-Borda with non-extractive methods emerge as a radical way to change seeing, living, and being in the world (Barbosa, 2018;Mota-Neto, 2018;Mota-Neto & Streck, 2019;Pacari, 2008). On the one hand, Paulo Freire is internationally recognized for his developments in popular education and a mode of engagement different from traditional models (Freire, 1987).…”
Section: Coloniality In Research and Non-coloniality In Research And ...mentioning
confidence: 99%
“…Knowledge production with subjects means coproduction, co-creation, cooperation, and co-responsibility regarding the nature of social relations (Mignolo & Walsh, 2018). Likewise, participatory investigations strengthen the role of knowledge construction from plural voices, which emerge from 'within' the field, 'with' participants (Fasanello et al, 2018;Mota-Neto & Streck, 2019;Santos, 2019). If the subaltern cannot speak, neither can an intellectual [on their behalf ] based on Western epistemes (Ballestrin, 2017).…”
Section: Coloniality In Research and Non-coloniality In Research And ...mentioning
Objective: this paper discusses how accounting supports financial capitalism in the Global South through neocolonialist languages and practices, aiming to put forth a decolonial agenda based on non-extractive methodologies to recover alternative knowledge and (re)build new ones. Method: we revisited critical accounting literature, connecting it to decolonial epistemology. We described the assumptions behind different non-extractive methods and contrasted participatory action research (PAR) with different approaches to knowledge production and consumption. We also outlined some PAR operational strategies, discussed action research in management and accounting studies, and examined the potential for a participatory accounting agenda. Results: non-extractive methods can respect and value different worldviews in each social phenomenon. This points to non-traditional and emancipatory research alternatives to produce a new sentipensante in accounting to decolonize knowledge, bodies, and minds. Conclusions: this paper presents PAR as allowing (re)existence of different worldviews by recognizing its ability to recover and rebuild knowledge ‘with’ participants. PAR supports programmatic engagement with subalternized voices to coproduce pluriversality in accounting - instead of reproducing universalisms - and bolsters academics and practitioners to transcend Western modernity.
“…No conjunto, em seus quarenta anos de produção intelectual, Freire denunciou distintos aspectos do colonialismo e da colonialidade: a educação bancária, a cultura do silêncio, a invasão cultural, a violência, a desumanização, o patriarcado, o racismo, o latifúndio, o autoritarismo político, o assistencialismo, a situação de dependência dos países periféricos em relação aos centrais e o cientificismo (Mota Neto;Streck, 2019, p. 213).…”
Section: A Perspectiva De Educação Presente Na Bnccunclassified
Este artigo tem como objetivo refletir sobre as propostas de educação existentes na Base Nacional Comum Curricular, promulgada em 2018, com foco no Ensino Médio. Pretende-se também esclarecer as intenções e os posicionamentos políticos e econômicos para a educação existentes nesse documento. Para alcançar tais objetivos, buscamos primeiramente compreender as principais características da sociedade ocidental contemporânea e seus desdobramentos no cotidiano das pessoas. Essa discussão se faz importante para analisarmos que tipo de sociedade a atual proposta de educação está construindo ou almeja construir. Em segundo lugar, analisamos a composição e as principais perspectivas presentes implícita e explicitamente na Base Nacional Comum Curricular. Utilizamos como referências para refletir sobre a sociedade contemporânea as obras de Bauman, Han e Ball. Nosso trabalho é de natureza qualitativa, realizado por meio da análise documental da Base Nacional Comum Curricular, relacionando-a com perspectivas pedagógicas. A reflexão sobre a sociedade em que vivemos é importante para pensarmos sobre qual educação queremos para os nossos jovens.
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