ABSTRACT
In this article, the objective is to reflect on the origins of a decolonial pedagogical thinking in Latin America, based on some of the main intellectual roots of the continent´s popular education. Understanding popular education as an “historical accumulation” that in the last two centuries is affirming itself as a movement of resistance and as a pedagogical discourse aligned with the popular sectors of society, the reflection brings to the debate the intellectual contributions of Paulo Freire (1921-1997) and Orlando Fals Borda (1925-2008). It is argued that the idea of popular education, in its historical trajectory, contributes significantly to the emergence of a decolonial pedagogy, capable of resisting to the subjection of knowledge and experiences of social agents marginalized by modernity/coloniality.
Keywords:
Popular Education; Decolonial Pedagogy; Paulo Freire; Orlando Fals Borda