Eco-Relational Perspective: Dialogical, critical, decolonial and intercultural contributions to liberating education
In this essay, we present an analysis of the Eco Relational Perspective - PER, an epistemological-methodological proposal, and its relationship with liberating training in working with education. The methodological proposal of this essay implies reflection on the PER proposal, experiencing its pract...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/11519 |
| Acceso en línea: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11519 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Libertadora Dialogicidade Decolonialidade Liberating Education Dialogicity Decoloniality |
| Sumario: | In this essay, we present an analysis of the Eco Relational Perspective - PER, an epistemological-methodological proposal, and its relationship with liberating training in working with education. The methodological proposal of this essay implies reflection on the PER proposal, experiencing its practice. Its development is based on categorical metaphors that permeate this dialogic relational educational process, which are: The Learning Group, the Partner Knowledge, the Epistemic Authors, Ecopraxis and the Epistemic Web. PER demonstrates its power in dealing with new civilizing demands, it is an invitation to leave aside the compass that always points to the north and let us be guided by the immense starry sky and, in the face of this vastness of the world, bear fruit and experience, in this way, other perspectives. |
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