FLOWERS AND SORROWS: EMOTIONS AND THE ETHICS OF LIFE FOR AN INTERCULTURAL AND ANTIRACIST SCIENCE AND INTERCULTURAL EDUCATION

Abstract

When we look at the processes of civilization in Latin America, in a self-critical perspective, we can see that other forms of knowledge production were violated by the colonizers. The search for an intellectualist reason made the affectivities avoided, causing processes of epistemic and racial violence that were structured in several institutions producing knowledge. The school institution, in this sense, (re) produces asymmetric relations of power based on skewed representations on native peoples, for example. Thus, the teaching of science and biology, on the assumption of a neutral and impartial knowledge that seeks to distance itself from the emotions, can collaborate, in some situations, for racist relationships. But when we recognize this other that presents itself to us in its diversity and seeking an intercultural education, what would be the contributions that the knowledge of native peoples couldgive us in relation to the emotions for an antiracist education? Starting from a perspective of decolonization, the present work seeks to reflect on possible contributions to ethical aspects that relate to the conditions of possibility for life to flourish.