Environmental Education and Decoloniality: a possible dialogue?

un dialogue possible

Abstract

The environmental crisis opens up the paradigms rooted in coloniality, expressed as racist subjective domination that establishes the rupture between culture and nature, legitimizing socio-environmental degradation. Decoloniality resists the split culture - imposed nature emerging as a political-epistemic and ontological project that seeks to resist and transcend coloniality, opening up the possibility of dialogue with Environmental Education to meet the challenges of this crisis. The state of the art expressed in this article seeks to bring to light the theoretical contributions of the relationship between Decoloniality and Environmental Education published between 2013 and 2019. The state of the art has a bibliographic character and allows to outline an overview of the main research trends in an area. In total, 11 articles were found and mapped, small sample for the field size. The categorization demonstrated seven possible dialogues: cultural, epistemic, political, epistemo-cultural, epistemo-political, political-cultural and epistemo-political-cultural, which constitute the fields where contributions are outlined; bringing an Environmental Education that breaks with the paradigms of the environmental crisis by valuing cultures, attuning to the dialogue and ecology of knowledge and allying with political ecology and environmental justice for the emancipation of cultures-nature.