The contribution is divided into two parts. Initially, I explore some key concepts developed by the modernity-coloniality collective in order to shed light on the genealogy of Latin American decolonial thinking, the ruptures concerning postcolonial studies and European/Eurocentric authors, the lively internal debate. Subsequently, I go deeply into the matter of pedagogical articulations of the decolonial proposal by referring particularly to intercultural and pedagogical experiences and projects.
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