Images, power, and education: the CPAF path toward the decolonization of the gaze

Abstract

This article addresses the critical analysis of images in the educational context, focusing on the Sankofa symbol and utilizing the Critical Pedagogy Analysis Framework (CPAF) developed by Amorim and Kress (2020). Anchored in the principles of Critical Pedagogy and interculturality, the study explores how image analysis can promote inclusive, reflective, and transformative education, challenging power structures and hegemonic narratives. The choice of Sankofa, an African symbol that refers to learning from the past to transform the future, proves particularly significant in the context of valuing ancestral knowledge and marginalized cultures. In light of this, the article aims to analyze, through the methodological framework of the Critical Pedagogy Analysis Framework (CPAF) by Amorim and Kress (2020), the perception of a Sankofa image in the educational context, focusing on how it can be used to challenge traditional perceptions and promote critical and reflective education. The methodology adopted is qualitative, centered on the interpretative and critical analysis of the Sankofa image. Through the steps proposed by the CPAF, the study seeks to explore the sociocultural, historical, and ideological meanings underlying the symbol, contextualizing it within educational practice. It is concluded that the use of CPAF enables the integration of critical thinking into teaching, equipping educators to reflect on visual representations and value subaltern voices. The analysis of Sankofa highlights its potential to foster transformative pedagogy, reinforcing the role of education in building a more inclusive and dialogical society.