Role of the decolonial teacher in pedagogical processes

Abstract

This article analyzes the role of the teacher from a decolonial perspective in pedagogical processes, highlighting its importance in the transformation of education towards more critical, inclusive and contextualized approaches. The research was developed under a qualitative approach, using techniques such as observation and interviews with educational actors, in order to understand the practices and perceptions around the teaching practice. The results show a process of reconfiguration of the role of the teacher, who ceases to be a transmitter of content to assume a role as a cultural mediator, facilitator of the dialogue of knowledge and agent of change. Likewise, the strengthening of critical thinking, the revaluation of ancestral knowledge and the active participation of the community in the educational process were identified. However, limitations associated with the persistence of traditional practices and institutional conditions that hinder the implementation of decolonial approaches are also recognized. In conclusion, it is established that the decolonial teacher plays a fundamental role in the construction of an emancipatory education, oriented towards social justice, interculturality and the transformation of educational realities.