Historical teachings from decolonial pedagogy. A critique of what is taught in Peru; [Ensinamento histórico a partir da pedagogia decolonial. Uma crítica ao que é ensinado no Peru]

Asencio E.L.F.; Vilca C.S.H.; de la Cruz F.O. · Ensaio (2024) · DOI: 10.1590/s0104-40362024003204350

Resumen

The objective of this work is to broaden Peru’s pedagogical perspectives to enable better teaching and Learning processes that are coherent and democratic with the environment. Decolonial pedagogy is proposed as a way to renew, reconstruct, and politically and socially emancipate humans from the peripheries through reconfiguration and historical visibility that has been neglected by the modern trend. The analysis of the social sciences school text allows for an understanding of traditional historical content and teaching that requires an epistemological change about what to teach in order to break down the verticalism and Western universalization that relegates the historiographies of the Other. © (2024), (SciELO-Scientific Electronic Library Online). All Rights Reserved.

Instituciones: Universidad César Vallejo; Universidad Nacional de Educación Enrique Guzmán y Valle