Resumen

SOARES, Khellen Cristina Pires Correia; GRANDO, Beleni Salete  y  STROHER, Jonathan. Epistemologies of the south and intercultural education: contributions of intercultural training-action in Cuiabá-MT. R. Educ. Públ. [online]. 2021, vol.30, e12795.  Epub 13-Ago-2021. ISSN 2238-2097.  https://doi.org/10.29286/rep.v30ijan/dez.12795.

We make contributions to the theme Human Rights and Interculturality in times of pandemic, dialoguing with scholars of decoloniality and critical interculturality. Reading the reality based on action research brings the speeches of participants in the Ikuia-Pá continuing education: Bororo history and culture from the perspective of intercultural education in early childhood. In this formative context, the “researcher group” was born and the systematization of the “training-action-intercultural” methodology, which seeks to decolonize based on epistemologies of the South as opposed to the coloniality of knowledge. It is concluded that teacher training demands other theoretical propositions that can create new pedagogies capable of promoting critical intercultural education at school.

Palabras clave : Intercultural Education; Southern Epistemologies; Teacher Training; COEDUC.

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