Anticolonial Geography and the Movement Pedagogy

introductory notes on a possible dialogue

Abstract

Anticolonialism has emerged as a theoretical and practical contribution to the renewal of critical thinking
in the human sciences. It has been incorporated into production and research agendas in the most diverse
areas of geographic science. From anti-capitalist and anti-imperialist assumptions, anticolonial theory highlights the daily continuities and discontinuities of coloniality as an expression of the violence and power inherent to capitalist reproduction. Similarly, the Movement Pedagogy provides us with a theoretical-methodological contribution that emerges amid the struggles of (re)existence for/on the land of peasants organized in the Landless Rural Workers Movement (MST). Firstly, it focuses on aspects of the debate around coloniality. Then, it highlights the general traits of the Movement Pedagogy, outlining the dialogue with anticolonialism. Therefore, the present work aims to establish some introductory notes of a possible dialogue between the Landless Movement Pedagogy and anticolonial geography. From this dialogue, we
seek to underscore elements for renovating and constructing an anti-oppressive, counter-hegemonic, and beyond capital geography teaching. In this sense, the research evidenced multiple other possibilities for a
theoretical-methodological construction of a critical and anticolonial Geography teaching based on the Movement’s pedagogical matrices.