The school and its role in the reproduction of Ideological and Cultural Hegemony
DOI:
https://doi.org/10.71112/9rhdk879Keywords:
decolonization, education, Epistemology, hegemony, curriculum, critical pedagogyAbstract
This article analyzes the role of schooling in the reproduction of ideological and cultural hegemony from a critical and decolonial perspective. It examines how the selection and legitimation of particular forms of knowledge, pedagogical practices, and curricula may contribute to reproducing historical relations of inequality and subordination. Based on a theoretical-documentary analysis of literature on coloniality, critical pedagogy, epistemic justice, interculturality, and Indigenous knowledge, the study identifies tensions between the reproductive function of schooling and its emancipatory potential. The findings indicate that decolonizing education requires reviewing curricular structures, recognizing epistemological plurality, strengthening community participation, and transforming pedagogical practices. The article concludes that schools can become spaces for social transformation when they integrate critical thinking, cultural relevance, dialogue among knowledges, and meaningful community participation.
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