Activities with Decolonial Crossings: epistemic-ideological insurgencies towards a transgressive pedagogy in German teaching

Abstract

This research investigates how German teaching activities with decolonial crossings can contribute to reflection on post-colonial ideological values. Therefore, the analysis was based on two activities developed from the perspective of post-colonial and decolonial pedagogies, in a class with students who have been studying German in an online language course of a public institution. This course took place in 2022 and the activities developed focus on the Inca civilization: Activity 1, taking advantage of the transversal theme of Vacations and Travel, manages to shift the focus of the German class from Europe to America. Activity 2, in turn, contrasts cosmological aspects present in Inca and Judeo-Christian spiritualities, through the perception of the ideologies present in these conceptions. In this way, we carried out a narrative analysis of the activities based on student discussions through confluences recorded as decolonial crossings, in light of the theoretical framework referring to post-colonial and decolonial precepts. As a result, we showed that the activities led to the identification of opportunities to create and experience “cracks”, that is, decolonial cracks in educational spaces. In this sense, students reflected on the current stance of society maintained during coloniality, the role and relevance of original epistemology and the appreciation of Latin American identities, which highlights post-colonial ideological values in German classes.