Scenic (re)presentation as a form of conceptualization in educational processes. A commitement to interpretative autonomy.

Abstract

This work is aimed, from a critical Latin American –decolonial– perspective, to consider the relationship between languages and knowledge in educational processes, from an specific pedagogical experience of higher education. Thus, and through the methodology of semiotic analysis, different resources of representation are considered, giving special attention to the forms of linkage that they enable as well as the possibilities of approaching what has been called here "interpretative autonomy". The purpose of this operation is oriented to the vindication of performance as a privileged form of conceptualization, understanding that this postulation is inscribed in a broad process of regional epistemic emancipation. The development of the text, then, starts from the recognition of the pedagogical and investigative background that today allow the deployment of experiences and arguments that bet on other ways of producing and, especially, communicating knowledge. The point of arrival also highlights the way in which these forms of sense production, reviled by the colonial enterprise, are today – although in an incipient way – claimed by the same institutional spheres that have historically relegated them, displacing them from their capital cultural place.