Critical interculturality and decolonial pedagogy in favor of dialogue, the encounter between knowledge and knowing how to live

Abstract

Critical interculturality refers to respect and mutual recognition, where the diverse knowledge of one society can be considered equally important by others. It is considered an experience of openness between all cultures. This essay seeks to reflect on critical interculturality and decolonial pedagogy for life, promoting the implementation of dialogue, the encounter between knowledge and knowing how to live among people. To achieve this objective, the following thematic axes are discussed: coloniality, critical interculturality and decolonial pedagogy. The relationship between decolonial pedagogy and critical interculturality is analyzed, as well as the correspondence with dialogue, knowing how to live and the encounter between knowledge. In this sense, a socio-educational alternative is presented to transform the coloniality of power, providing an orientation to think about the difference, delegitimize domination and seek justice and social inclusion in Latin America. Thinking pedagogically is thinking about a philosophy of life. It is concluded that, to achieve this goal, a social transformation is required, requiring critical pedagogy, dialogue, the exchange of knowledge, knowing how to live to live in harmony, with dignity, recognition, reciprocity, respect and thus specifying relationships. interpersonal relationships of an equitable and supportive nature.