Decolonial Pedagogy in the University of the Twentyfirst Century

Abstract

We must move forward and implement decolonial pedagogy in the university because it continues to be a site of colonial educational practices. The young adults have a tremendous potential as decolonial actors and we must encourage them formally to think critically about the world and their position in it. Such an approach is undoubtedly political and its ultimate goal is the autonomy and the responsibility without omitting the transformative and liberating action this implicates. In this paper, the possibility of implementing decolonial pedagogy through educational projects in the classroom is explored and the concept of “participatory citizenship” is evaluated in terms of awareness according to Freire.