Decolonial Pedagogies in Social Sciences Teaching: Conceptual and Methodological Framework for Educational Transformation in OurAmerica

Abstract

This article presents a comprehensive conceptual framework for implementing decolonial pedagogies in school social sciences teaching in Latin America. The proposal Walking Decolonial Teaching articulates four fundamental dimensions: ontological-political, epistemic, relational, and socio-affective-spiritual, operationalized through specific didactic actions such as walking with others, communality, and co-design. The approach seeks to overcome the limitations of the colonial-modern educational model through the recognition of ancestral knowledge, critical interculturality, and participatory methodologies. The proposal configures five decolonial learning actions: naming, making visible, understanding, imagining, and creating, oriented toward the formation of critical subjectivities and the construction of transformative alternatives that respond to the specific sociocultural realities of OurAmerica.