Pedagogy and Human Development: An ecological perspective as a bridge to the decoloniality of knowledge

Abstract

Pedagogy and human development have an unavoidable convergence, which is constantly verified both in theoretical constructions and in the daily work of those who work to educate. Hence, asking how is the nature of this relationship that is presented in research in a context such as Colombia, allows us to understand the encounters and disagreements from an ecological perspective, which, in this research, is seen as the bridge to consider the decoloniality of knowledge that transits in human development environments and thus, enter into the conversation with knowledge that involves the local and contextual, that has historically been unknown and that can participate in the redefinition of the relationship between human beings and nature. From there, the question is answered: what are the meanings of pedagogy, human development and its relationship with an ecological perspective that allow us to think about the decolonial in research in Colombia published in databases? This question is resolved through qualitative documentary analysis. 10 articles are identified in three databases that refer to the relationship Pedagogy and human development, and two of them that show some aspects of the relationship pedagogy, human development, and ecological perspective. Evolutionary and humanist understandings regarding human development are highlighted, a close relationship between human development as the guiding axis of pedagogy, and emerging positions that free the pedagogy of the school and human development to address the environments of human coexistence. It stands out as a final point, the possibilities of convergence and divergence between colonial knowledge and contextual knowledge to think about decoloniality in research about pedagogy and development.