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  • JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES//(VOL. 20, NUM. 1, SPECIAL LATIN AMERICAN EDITION)

    Volumen: 20, Numero: 1, Páginas: 81-115 pp.

    ANTICOLONIAL THEORY OF READING AND ONTOLOGY OF THE LESSER: ANALYTICAL-METHODOLOGICAL ASSUMPTIONS

    Abstract

    Discovering the voice of the inclusive can only be heard outside their usual understandings and audibilities sanctioned by their structures of thought and conventional academic wisdom. Inclusion requires knowing the world in a different way. This paper inscribes its activity in the intersectional-ontological-relational contingency 'reading and inclusion'. The intention of thinking anticolonially the blocks of rationality of alphabetic mechanisms, finds a point of connection with the methodology of the oppressed. Its analytical intention consisted in tracing diverse kinds of arguments that would allow thinking the Western alphabetic reason crossed by diverse tensions linked to the political-cultural movement and the historical event called: 'anticolonialism', which has contributed to reinforce a monolingual and universalist conception of cultural action. In order to understand multifactorially the configurations of literate practices through coloniality, it is necessary to recognize the imposition of a world pattern of cultural power that has the capacity to sanction the type of cultural action and linguistic-literary structures that are legitimate and for which collectivities, submerging multiple linguistic-political and existential structures in the opacity of the act, thus reinforcing a monolingual understanding and a literacy system based fundamentally on a monolingualism that is sometimes inappropriate according to the structures of participation of diverse cultural groups.


    Keywords


    reading, anticolonial action, logos, anticolonial literate practices; subversive literacies.


    Resumen

    Descubrir que la voz de lo inclusivo solo puede escucharse fuera de sucomprensiones y audibilidades usuales sancionadas por sus estructuras depensamiento y la sabiduría académica convencional. La inclusión requiere saberel mundo de una manera diferente. Este trabajo inscribe su actividad en elcontingencia interseccional-ontológico-relacional 'lectura e inclusión'.La intención de pensar anticolonialmente los bloques de racionalidad demecanismos alfabéticos, encuentra un punto de conexión con la metodologíade los oprimidos Su intención analítica consistió en rastrear diversastipos de argumentos que permitirían pensar el alfabeto occidentalrazón atravesada por diversas tensiones vinculadas a lo político-culturalmovimiento y el acontecimiento histórico denominado: 'anticolonialismo', que hacontribuyó a reforzar una concepción monolingüe y universalista deacción cultural. Para entender multifactorialmente las configuracionesde las prácticas letradas a través de la colonialidad, es necesario reconocer laimposición de un patrón mundial de poder cultural que tiene la capacidad desancionar el tipo de acción cultural y las estructuras lingüístico-literarias queson legítimas y para las cuales colectividades, sumergiendo múltipleslinguistic-political and existential structures in the opacity of the act, thusreinforcing a monolingual understanding and a literacy system basedfundamentally on a monolingualism that is sometimes inappropriateaccording to the structures of participation of diverse cultural groups.


    Palabras Clave


    lectura, acción anticolonial, logos, prácticas alfabetizadoras anticoloniales; alfabetizaciones subversivas.





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