Educating in and for freedom. Notes to rethink educational identities from an intersectional and decolonial pedagogy perspective

Abstract

In this article, we aim to reflect on the essential elements involved in teacher training processes in order to rethink the predominantly technical and professionalizing vision, which stems from a capitalist, patriarchal, and neoliberal university. We understand that this vision restricts education, as it overlooks the actual experience of learning to be a teacher. Thus, we ask ourselves: How can we create educational spaces that promote diverse professional identities in education? How can we contribute to transforming hegemonic logics in teacher identity through the contributions of critical, decolonial, intersectional, and feminist pedagogies? What elements are essential in education to decolonize practices in university teaching? We start from an intersectional perspective, pursuing a dual objective: to analyze how we educate critical thinking in the university, and to propose transformative actions to decolonize and depatriarchalize education.