Abstract

BARRAZA GARCIA, Rodrigo Alonso. The Intercultural School of Indigenous Diplomacy: The Academy, Post-development and Epistemological Dialogue. Desafíos [online]. 2014, vol.26, n.1, pp.13-56. ISSN 0124-4035.  https://doi.org/dx.doi.org/10.12804/desafios26.1.2014.01.

This article analyzes the work, achievements and challenges identified by the framework of the The Intercultural School of Indigenous Diplomacy, a pedagogical project developed by the University of Rosario (Bogotá), in partnership with various indigenous organizations in Colombia. Despite its few years of existence and multiple challenges for the future, this initiative highlights two elements that allow us to imagine different worlds and the knowledge of others. First, an epistemic decolonization of the academy, which ceases to be an elitist and closed space, in order to dialogue on equal terms with subaltern epistemological frameworks. Second, the Intercultural School of Indigenous Diplomacy advances in the collective construction of "post-development": a project sustained in critical pedagogy, intercultural dialogue and the recognition of human pluriversality, all basic requirements for any attempt at social transformation on a decolonial basis.

Keywords : interculturality; post-development; epistemological dialogue; decoloniality; critical pedagogy.

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