Identità plurali e necessità di riconoscimento. Annotazioni di pedagogia decoloniale

Talking about decolonial pedagogy and educational decolonialism implies a reflection on the epistemological ambiguity that exists in at least two different interpretative paradigms, on the one hand on the real meanings of the term post which refers to a new phase, following colonisation. On the other hand it refers to a symbolic meaning, that is to the implications and educational directions of identity, recognition and emancipation on which decolonial pedagogy is based. The colonial West has conquered - starting from 1492 - territories, expropriated cultures and identities, erased traditions and denied recognition of the status of people to the Colonized. The focus of an educational recognition project will be to read hermeneutically, in the light of decolonial pedagogy, some reflections by Albert Camus and Frantz Fanon on freedom as a constitutive and inalienable value of the person and identity as a peculiar trait of singularity and uniqueness.