Abstract

FERNANDEZ MOUJAN, Inés. Dialogues between liberation pedagogy and the black Liberation Theology. Estud. filos. práct. hist. ideas [online]. 2019, vol.21, n.1, pp.1-16. ISSN 1851-9490.

Since the late 50s, intellectuals and activists in Latin America and the Caribbean systematically started to question the terms of the colonial account of facts; these debates advocate for the effective and actual liberation of the territories colonized by the European metropolis. They are voices that not only question oppression, but politically challenge the production of knowledge. We can trace in their origin the Discourse on Colonialism (1952), where Aimé Cesaire shows the dark face of modern reason, forcefully questioning the racial violence that is a consequence of direct colonial actions over subjugated peoples, becoming apparent in the European humanism discourse. Here comes into the picture Frantz Fanon, and the intellectuals-activists groups that challenge the idea of liberty/liberation during the 60/70s, posing that the XIXth century’s independence processes have merely been juridical and political processes, since they have not been able to accomplish a safe process of liberation-decolonization. They are also times of great questions for the Catholic Church and other Christian churches, which experience ideological transformations and a broadening of their peoples-aimed social-cultural strategies. In this path we encounter Paulo Freire’s fruitful dialogue arising between the liberation pedagogy and the black Liberation Theology.

Keywords : Liberation pedagogy; Black Liberation; Theology; De/humanization; Awareness.