EDUCATION, TERRITORY AND SUSTAINABILITY

a critique of development based on decolonial thinking

Abstract

The aim of this article is to present a critique of the notion of sustainable development from the connection between education, the environmental issue and the territorial perspective in decolonial studies, mainly with a literature review on political ecology and critical environmental education and the reflections of Arturo Escobar . These pathways, combined with ethnographic research, make it possible to highlight the protagonism of communities and networks of local actors in the defense of their territories, as well as in the construction of an “ecology of practices”. That is, the valuation, creation and coexistence of practices In addition, the educational processes undertaken by communities that defend the place emphasize fundamental rights, such as identity, territory, and their own visions of development and autonomy policy.