Literacy and decoloniality: understanding and (re)existing

Abstract

The school, in Latin America, was built in tune with the processes of colonization, marked by the Iberian imperialist matrix. This model of education and literacy has contributed and contributes to the construction of economic, social and cultural inequalities in Latin America, but also in our country. The article proposes as a problem: What does proposing literacy from a decolonial epistemological perspective include? In this way, it seeks to tension or broaden the understanding of the possibilities of a literacy oriented from a decolonial epistemology. It is a theoretical-reflexive discussion guided by a decolonial epistemology. The reflection is organized in 3 movements. The first movement explores the notions of colonization, decolonization, coloniality, and decoloniality. The second movement brings the notions of coloniality and decoloniality closer to the educational field. Finally, the concept of literacy and literacy is resumed, narrowing the dialogue with the decolonial epistemic proposition. It is argued that a decolonial literacy opens paths for dialogue, for listening, for living, for looking, for sensitivity, for thinking and, in this way, questions the colonial matrix that historically subordinates our students.