Building citizenship in Education for Development. Democracy of knowledge in emancipatory didactics

Abstract

This article presents a reflection, experienced, on continuous training of aspects that favor the awareness of the person to live in and for the community, in terms of decolonizing didactic strategies and going to dialogic practices in favor of social transformations. Learning is based on applying theory to life practices that facilitate understanding of the need for a glolocal perspective and world system, with a focus on solidarity. For this, it is necessary to facilitate the understanding of language from the transnational complexity in terms of social and cultural diversity and identify the colonial from an imposed knowledge. This fact favors an education of non-conformism, as well as identifying the barriers in the acceptance of otherness. as a political act. After investigations into action and practical theoretical reflections in the classroom, strategies are presented that link the democracy of knowledge with didactic daily life, epistemologies, meanings and symbolic charges to facilitate the sense of co-responsibility for development.