Decolonizing the truth: the pedagogy of memory as transformative praxis from the epistemologies of the south
DOI:
https://doi.org/10.24054/ripcs.v4i2.4307Keywords:
Historical Memory, Peace Education, Epistemologies of the South, Epistemic justice, Pedagogy of MemoryAbstract
Implementing Peace Education (PE) in post-conflict societies, particularly in Latin America, requires going beyond official curricula to incorporate the voices and experiences of victims. This article presents a bibliographic review that articulates Historical Memory with Epistemologies of the South (ES) as a theoretical-political framework for a truly transformative Pedagogy of Memory. It is argued that historical memory is not a monolithic narrative of the past but an epistemic battlefield where hegemonic narratives (generally focused on perpetrators or the State) must be confronted with the knowledge and resistance experiences of subaltern and victimized groups. The research highlights the need for a PE that promotes epistemic justice by validating sensitive methodologies (such as sensitive research) that rescue the fractured identities and knowledge of communities affected by structural violence. It is concluded that only by “learning with the South and from the South” can educational processes be generated that guarantee non-repetition and the construction of lasting peace.
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