Editorial Unimagdalena

Description in English: This work reflects on the need for decolonial education in the 21st century, changing the content of the terms education, instruction, development, and training. Analyzes the school from a decolonial perspective, establishing new roles for educational actors, who must deploy non-traditionalist processes or be indoctrinating, through learning and teaching that allow configuring a decolonizing class. It proposes to decolonize the pedagogical process through five components: shared formative intentions, consensual curricular contents and methodological strategies, educational resources and decolonizing educational evaluation. Thinking about the decoloniality of education implies raising and arguing the emergence and urgency of a Decolonial Pedagogy.