Hacia un Vínculo Decolonial Universidad-Escuela: Problematizando nuestras microprácticas coloniales mediante cuidado epistémico

Translated title of the contribution: Toward a Decolonial University-School Link: Problematizing our colonial micro-practices through epistemic care

Paulina Bravo González, Felipe Acuña Ruz, Corina González-Weil, Roberto Morales Aguilar, Nina Ibaceta Guerra, Bárbara González Urzúa

Research output: Contribution to journalArticlepeer-review

Abstract

A principle of abyssal thinking is that scientific knowledge is not equitably distributed. The university-school relationship may be read under this principle where there is a subject of knowledge (academic knowledge), and an object of knowledge (teachers and school knowledge). More specifically, we connect the problem of the (de)coloniality of power and knowledge with science education through a work of epistemic care. The case of CIDSTEM-PUCV is presented as an experimental center that challenges the traditional role of research by including the epistemic and cultural diversity that exists in schools and its communities. We reflect on the challenges of a decolonial and Latina science education capable of recognizing the plurality of knowledge with which it is related.

Translated title of the contributionToward a Decolonial University-School Link: Problematizing our colonial micro-practices through epistemic care
Original languageSpanish
Article numbere117608
JournalEducacao and Realidade
Volume46
Issue number4
DOIs
StatePublished - 2021
Externally publishedYes

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