Conference Program

This presentation explores how pedagogical research practices that attend to the more-than-human can generate pedagogical experiences capable of destabilizing dominant and normative epistemologies, activating pedagogical worlds that make possible alternative and less anthropocentric relations.

Drawing on experiences developed through pedagogical and interdisciplinary projects, the presentation outlines an emergent research praxis that moves across social pedagogy, community knowledges, children’s ecological imaginaries, and artistic experimentation, explicitly refusing the anthropocentric assumptions that often underpin contemporary educational research.

Inspired by the decolonial thought of Silvia Rivera Cusicanqui, the presentation begins from the understanding that knowledge is always situated, tense, and in motion: a ch’ixi space in which heterogeneous worlds can coexist without being reduced to a forced synthesis. From this perspective, knowledge is not a stable object to be extracted or translated, but an ongoing relational process that resists capture by colonial, developmentalist, or extractivist frameworks. Pedagogical research is thus conceived as a living ecology of relations, within which human, more-than-human, material, and historical forces come together to shape what can be perceived, known, and made meaningful.

The reflection is grounded in post-qualitative and posthuman research, understood not as a theoretical-methodological trend but as a creative departure from representational traditions that privilege language and the human subject as primary sites of meaning. This shift makes it possible to attend to the affective, material, and relational dimensions that traverse pedagogical experience, recognizing the active role of territories, bodies, elements, and more-than-human forms of life in processes of learning.

Through selected examples of project-based processes, the presentation argues that pedagogical practices oriented by a posthumanist perspective are essential for imagining pedagogical futures capable of honoring and responding to the complexity of the times we collectively inhabit. Such futures are not designed in advance, but cultivated through practices that nurture a relational responsibility toward the earth and more-than-human life.