Missives for learning communities: training and counter-colonial practices

Abstract

Abstract The present article is about a bet on conceptual tools that can break with the great heroic narratives of origins and authors. It is about delineating other psi and research practices that propose ruptures in the forms and acts established by the reigning social mandate, which asks psychologists to speak for others. The bet of the article is to affirm clinical gestures that refuse imposed models of thinking and to propose ways of research-working as makers-of-interiors-in-turn. It aims to refuse practices based on a “colonial matrix of power” that is expressed in precarious work relations and exploitation. It asks itself: what is the nature of our present? What are we becoming? What have we been doing in confronting the colonial matrix of power? Contrary to colonial frameworks and crossings, the article considers that necropolitical practices are intolerable, and it is based on the ethical-political and aesthetic principle of investing in other practices of research and thinking, which corroborate counter-colonial crossings.

Keywords

• teacher training
• counter-coloniality
• pedagogical practices