Decoloniality by bike: an emergent motricity in the context of a social project

Abstract

The urbanization process is driven by elitist interests that exert strong colonial domination, imposing a consumerist, unfair and unsustainable lifestyle in which the car stands out as a symbol of progress, speed and social prestige, becoming a fetish, generating inequality and socio-environmental problems. Under the assumption that the city is subject to the people who work, play, travel, inhabit, form and conform or transform in it, we argue that the use of the bicycle has great counter-hegemonic educational potential. Thus, we structured an intervention in a social project at the service of children and young people, with the aim of identifying the educational processes resulting from the use of the bicycle from the perspective of the participants. The research was oriented from a qualitative phenomenological approach, whose data were obtained from field diaries. As results we build two categories: A) Learning to share; B) Pedal further and further.