Good living, a decolonial epistemological strategy for depatriarchalizing the curriculum through community socio-educational management

Abstract

This article discusses a depatriarchalizing pedagogy called "Good Living: A Decolonial Epistemological Strategy for the Depatriarchalization of Curriculum, from Socio-Educational Management." The study aims to demonstrate depatriarchalization through the ontological and axiological praxis of good living, with the goal of reducing the problem of patriarchal violence in socio-educational contexts. This is a non-methodological, decolonizing, qualitative explanatory research project using categories: axiological strategies for harmonious coexistence among Indigenous peoples and their transformative effect on pedagogical processes.

This work used data collection techniques such as life history, participatory action observation, discussion circles, narrative interviews, and community dialogues, strategies that allowed us to derive epistemic theories of good living from the ancestors. The results reveal the appropriation of decolonial consciousness, exercising epistemologies and values ​​from community social practice, revitalizing the curriculum in the dimensions of knowing, being, doing, and deciding. The discussion contributed to the acquisition of epistemic theories of good living from the locus of enunciation and Durkhenian theory, constructing good living from interactive psychological and social action, contributions that strengthened strategies for harmonious coexistence. In conclusion, it is important to apply the epistemological curriculum of good living that prevents violence and patriarchy in the socio-educational sphere.