What I talk about when I talk about decolonial history of education
DOI:
https://doi.org/10.5944/hme.22.2025.39777Keywords:
Historiography of Education; decolonial option; Ontological Turn, AnthropoceneAbstract
In this paper I aim to analyze the dimension and possibilities that the paradigm of the decolonial history of education offers for historians of education. The work does not seek to explore possible new themes that can potentially be developed within this historiographic framework, but rather to analyze the approach that the decolonial option projects for historians of education. For this purpose, some key concepts are placed, such as the differentiation between the decolonial and the postcolonial, as well as the distinction between colonialism and coloniality. Subsequently, an approach to the “ontological turn” is presented based on the works of Eduardo Viveiros de Castro. Another element that is explored is the planetary historiographic perspective that, taking the geological epoch of the Anthropocene as a reference, historian Dipesh Chakrabarty proposes in his recent publications. The objective is to locate what these theoretical elements in their historiographic dimension can mean for the history of education in a time marked by uncertainty, social mutation and the transformation of sensitivity. A time that is conducive to establishing new references and theoretical debates that question and guide historical educational work.
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