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

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

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

Resumen

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.

Título traducido de la contribuciónToward a Decolonial University-School Link: Problematizing our colonial micro-practices through epistemic care
Idioma originalEspañol
Número de artículoe117608
PublicaciónEducacao and Realidade
Volumen46
N.º4
DOI
EstadoPublicada - 2021
Publicado de forma externa

Palabras clave

  • De-Colonial Practices
  • Epistemic Care
  • Science Education

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