Resumo

MAZUROSKI JR, Aristeu  e  CALGARO, Miguel Agustinho. Dialogical action for critical formation: civic pedagogy and democratic resistance against Eurocentrism. Conjectura: filos. e Educ. [online]. 2022, vol.27, e0220061.  Epub 10-Abr-2024. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v27.e0220061.

This article proposes a discussion about the Western Eurocentric thinking as the main source of universal knowledge disseminated in schools and educational spaces. It is observed that Eurocentrism constitutes a hegemonic project that keeps countries traditionally designated as “developing” stuck to certain ways of thinking and doing that converge to a predatory capitalist system, guiding pedagogical practices that distance themselves from what would constitute the main interest of education in these countries: the critical formation of citizens. In this sense, Paulo Freire’s dialogical action is proposed as a way to combat cultural, political and economic colonialization. The article consists of an initial review on the Eurocentric imperative and the establishment of hegemonic knowledge, embodied not only in the contents that are disseminated in the current educational model and curricula, but also in the ways of learning to think and in the manners of constructing new knowledge. It is proposed that the universality of knowledge should actually be a pluriversality, taking into account regional differences distributed among the various non-European nations. Subsequently, the decolonialisation of knowledge is presented as a form of resistance to hegemony and as an essential component for the construction of democratic societies, reducing inequalities and mitigating colonising power. Finally, the concept of dialogical action is presented from Paulo Freire’s perspective, exposing the assumptions and actions that make up dialogue as a form of interaction and collaboration for freedom. We conclude with the discussion carried out, that decolonialization has, at least, a cultural and an epistemic aspect, which are clear targets of pedagogical and educational practices that seek to contribute to the critical and democratic formation of citizens, as well as to the formation of an independent Latin American identity.

Palavras-chave : Decolonialization; Dialogical Action; Eurocentrism; Paulo Freire; Pedagogy.

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