Editorial Unimagdalena

Description in English: The text emphasizes the importance of decolonization in education, arguing that the history of science and epistemology cannot be written solely from a modern perspective. In recent decades, decolonial approaches have gained traction, proposing new readings in the sciences of education. Pedagogy, curriculum, and didactics are adopting this decolonial perspective, which promotes epistemological resistance and epistemic disobedience. The need to decolonize education, transform the curriculum, and propose a decolonial curriculum is emphasized, aligning with the decolonial turn in pedagogy.The book reflects on the urgency of decolonial education in the 21st century, redefining terms such as education, instruction, development, and training. It analyzes the school from a decolonial perspective, suggesting new roles for educational actors and promoting learning and teaching that shape a decolonizing classroom. It proposes five components to decolonize the pedagogical process: shared formative intentions, consensual curricular content, methodological strategies, didactic resources, and decolonizing educational evaluation.Structured in five chapters, the book addresses coloniality, decoloniality, decolonial interculturality, and a decolonial pedagogy. It concludes with a reflection on the emergencies to continue the decolonization process, posing Spivak's question: can the subaltern speak? and answering that through this collective conversation, they are indeed speaking.