Multiculturalism, interculturalism and decoloniality: prolegomena to a decolonial pedagogy

In this paper we reflect on the process of decoloniality of colonial power structures, still dominant in educational institutions, as an evident reflection of the coloniality of the power, of knowledge, of gender, of sexuality and of hierarchical social relations of domination. The theoretical references that guide us are framed in the postcolonial epistemological model, with a specific focus on intercultural studies, for its critical, insurgent and resistant dimension in relation to the epistemological and axiological paradigms of western modernity and its propositional and defiant potential in the which refers to the construction of new paradigms that can configure decolonial pedagogical models, inclusive and dissolving the conflicting tension between equality and difference. We consider that the concepts of pedagogy, interculturality and decoloniality are inseparable and that it is in the social, political and educational practices that weave the paths of decoloniality.