El siguiente texto pretende articular, en un plexo de sentido crítico, la potencia filosófico-política que se encuentra en una serie de posturas como la filosofía latinoamericana, el control cultural, la teoría crítica y la memoria, que impugnan, defienden y respaldan, en un mismo universo hermenéutico, la validez del pensamiento heterogéneo, haciendo de la crítica al pensamiento único y del rescate por las ontologías otras un “silbar en medio del ciclón”.

I consider that working with philosophy of education, from the Latin-American perspective, requires a deep critic second-order reflection with a systemic multidisciplinary approach, which base is in the Complex thought that, from ontological, axiological and epistemological studies about education lead us not just to rationalize, comprehend and interpret education reality, but show the possibilities of its prospective with new ideas of philosophical lineaments, integrated to scientific, technological, humanistic and general culture progress.

The purpose of this work is to demonstrate that the mode of transmission of knowledge called by P. Freire “banking pedagogy”, beyond the rejection it generates in progressive circles, in case of decolonial and intercultural pedagogical experiences, constitutes a special practical contradiction. This contradiction is possible when we proceed to the uncritical replacement of hegemonic meanings for unpublished contents of other regions or of the culture itself, regardless of the way in which these themes are taught, their ethical and political (...) implications. We will examine texts from E. Dussel and W. Mignolo, showing the difference between the mere substitution of imported paradigms and the realization of decolonial pedagogical practices.Banking decoloniality? Performative challenges of a renewed liberatory pedagogy. (shrink)