Classroom activities

Abstract

Educommunication has references and support in the decoloniality project, using dialogical transposition as a medium, which includes the urgency of a media and technological education with realities and contexts; proposes the (re)construction and respect for the inclusion of the voices of identity groups, silenced, for centuries, by the colonialist logic, such as Afro-diasporic and African, Indigenous, and developing populations. With a participatory methodology and a hermeneutic bias, this study analyzes its insertion as a praxis of intervention, genesis, and intertwining with the social, cultural, and educational movements of the emerging field.