Abstract

The purpose of this work is to demonstrate that the mode of transmission of knowledge called by P. Freire “banking pedagogy”, beyond the rejection it generates in progressive circles, in case of decolonial and intercultural pedagogical experiences, constitutes a special practical contradiction. This contradiction is possible when we proceed to the uncritical replacement of hegemonic meanings for unpublished contents of other regions or of the culture itself, regardless of the way in which these themes are taught, their ethical and political implications. We will examine texts from E. Dussel and W. Mignolo, showing the difference between the mere substitution of imported paradigms and the realization of decolonial pedagogical practices.Banking decoloniality? Performative challenges of a renewed liberatory pedagogy.