PERIPHERAL PEDAGOGY

the oppressed-peripheral peoples and the struggle for emancipation

Abstract

This article aims to analyze and critically reflect on pedagogy and education from a peripheral perspective, grounded in the thought of Paulo Freire and in decolonial and counter-colonial studies. It advocates for a plural, contextualized pedagogical approach aimed at overcoming marginalization, as opposed to resignation, by valuing the knowledge of historically oppressed peoples — Black, Indigenous, and peripheral communities. Freire’s influence is highlighted, particularly through his experiences in Africa, which reinforce the critique of colonial education. Peripheral pedagogy is presented as a practice rooted in the integration of theory and resistance, inspired by experiences in quilombos, favelas, and villages which, according to Nego Bispo, merge Afro-Indigenous knowledge to "melt the asphalt" — a metaphor for the oppressive urban structure. It argues for the relevance of knowledge in constructing a peripheral education and perception that fosters dialogue and highlights the relationships and interactions among marginalized voices outside dominant narratives. The article contends that Paulo Freire engages with decolonial and counter-colonial theories, propositions, and narratives, drawing on his role as an engaged intellectual who advanced ideas beyond his own inquiries.