Bio-centric decolonizing mediations for teacher training: Mother Earth, good living, communality, horizontality-knowledge

Abstract

This article seeks to argue the need to decolonize teacher training, recognizing it as a complex field in dispute in the field of public education, so it seeks to generate questions about the configuration of knowledge, practices and conceptions that impact on training, from the modern-colonial bio/political matrix that reproduces social and epistemic injustices. The proposal of this work involves promoting the training of teachers and different education professionals, from rethinking in a critical and decolonizing way the philosophical-political horizon of “good living”, to generate reflection on the historicity and the active presence of modern-colonial forms of thought, which permeate our educational practices. Based on argumentative reflections, product of the research projects that sustain them in link with our decolonizing pedagogical experience as teacher trainers in Mexico and Colombia, we expose the axes that serve as political/pedagogical mediations through potentially decolonizing bioepistemic devices in the training of education professionals and teachers, such as good living, communality and horizontality-knowledge from the bio-centric conceptions of Mother Earth.