PEDAGOGY OF IMPLICATION AND INTERSECTIONALLY SITUATED TEACHING: ETHICAL-POLITICAL FOUNDATIONS FOR AN EMANCIPATORY EDUCATION

Abstract

This article examines the ethical and political implications of intersectionality for teaching practice, proposing a reinterpretation of critical pedagogy from a decolonial perspective. It starts from the recognition that schools are spaces marked by inequalities of race, gender, class, and territory, which requires rethinking education as a field of power and symbolic dispute. The central problem guiding the study is to understand how intersectionality can constitute an ethical and political foundation for emancipatory praxis. A qualitative, theoretical approach is adopted, grounded in Paulo Freire’s critical pedagogy, the intersectional feminist theories of Kimberlé Crenshaw, Patricia Hill Collins, and Sirma Bilge, and Boaventura de Sousa Santos’s epistemologies of the South. The methodological path follows a critical hermeneutic orientation, articulating theoretical reflection with political implication. The analysis shows that intersectionality destabilizes the universalism of Freire’s pedagogy by introducing difference and plurality as constitutive dimensions of emancipation. As a result, the study proposes two central theoretical categories: pedagogy of implication, which shifts the focus from consciousness-raising to the educator’s situated ethical responsibility, and intersectionally situated teaching, which understands teaching as a relational practice of cognitive justice. It concludes that education is an ethical act of implication with others and with the world, in which emancipation unfolds as a collective process of recognition, dialogue, and reconstruction of the common.