EPISTEMIC PRACTICES OF TERRITORY PEDAGOGY: DECOLONIAL CONTRIBUTIONS TO GEOGRAPHY

Authors

DOI:

https://doi.org/10.5016/geografia.v46i1.15767

Abstract

The article aims to present an introductory debate about the “decolonial turn” of Geography, taking as a reference the teachings from the Territory Pedagogy, a proposal of epistemic praxis that resignifies the role of science, university, and knowledge. It is discussed by the Decolonial Science, the purposes of Territory Pedagogy, and its contributions to Geography, especially in the epistemological, theoretical, and methodological spheres. The Territory Pedagogy expresses itself as a proposal for a research method, insurgent by the colonial epistemic disobedience and by the making of a popular Science project, centered on perspectives aimed at the decolonization of the knowledge historically taken as hegemonic in the scope of the research. The article demonstrates the originality of Territory Pedagogy and its role in strengthening another Geography project.

Author Biographies

Rafaela Lopes de Sousa, Ceara State University

Doutoranda em Geografia pelo Programa de Pós-Graduação em Geografia da Universidade Estadual do Ceará (UECE).

Leandro Vieira Cavalcante , Federal University of Rio Grande do Norte

Professor do Departamento de Geografia da Universidade Federal do Rio Grande do Norte (UFRN).

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Published

2021-12-07

Issue

Vol. 46 No. 1 (2021)

Section

Article

License

The authors maintain the copyright and grant GEOGRAFIA the right of first publication, with the articles simultaneously licensed under the Creative Commons BY 4.0 License, which allows sharing and adapting the articles for any purpose, as long as appropriate credits and provisions of image rights, privacy or moral rights. Other legal attributions can be accessed at: https://creativecommons.org/licenses/by/4.0/legalcode.en.

 

Geography, Rio Claro, SP, Brazil - eISSN 1983-8700 is licensed under the Creative Commons BY 4.0 License.