De la colonialidad en la escuela a diseñar la escuela como práctica de emancipación: reflexiones desde la praxis educativa y los estudios artísticos

Abstract

This research-creation presents the experiences, reflections and proposals that arise from the aesthetic and phenomenological problematization of the practice of being a Social Sciences teacher throughout my trajectory in some basic and secondary educational contexts in Bogotá. Here, the role given to narration from a biographical and experiential perspective reveal, through gestures, corporalities and affections, the center from which alternative routes will be explored that enable thinking and agency for the decolonization of being in school contexts through a permanent reflexivity on the everyday practices found their in. In this way, it aims to interrogate the existential implications of the profession of being a teacher and the ways in which relationships between people are woven in school contexts, In order to generate educational spaces that point towards emancipation rather than domination. The research-creation is based on findings that in the educational institutions where I experienced my teaching practice, a series of practices operate which demonstrate the existence of a colonial power matrix that perpetuates and cooperates in maintaining strongly hierarchical relationships aimed at the domination of being through a technology referred to here as routinization, limiting the autonomy, fullness, and creativity of students and educators. In light of this panorama, Artistic Studies present themselves as an option from which to problematize experience, which in turn allows for challenging and interrogating these normalized colonial practices in school contexts. Furthermore, the proposal stands out for its focus on emancipation as a possibility and not as a utopia. It offers a critical and dialogical vision of education that invites a rethinking of the roles of teachers and students in schools, thus serving as a reference for other teacher-researchers who seek in education an option to transform themselves and to transform the legacy that coloniality has left in school contexts in a society like Colombia.