Decolonial Pedagogy in Women’s Audiovisual Training in the Global South. Case studies in Mexico, Ecuador, and Guatemala

Coloniality is known as the “darker side” of modernity.

It operates as a pattern of power implanted during the historical processes of colonization, although still in force through mechanisms and relations of domination and dependency, such as: center-periphery or non-cultural/civilized.

Women from the Global South stand on the margins of modern-colonial standards of being, abbreviated in a state of primitivism.

This proposal approaches the audiovisual training of subaltern women in Mexico, Ecuador, and Guatemala, to offer a decolonial pedagogical model that builds paths for inclusive education and adds to the sustainability of the Latin American audiovisual sectors.

It applies a qualitative methodology through the notion of situated-knowledge, by retrieving the training experiences of indigeoenous and Afro-descendant community filmmakers and audiovisual media students; likewise, with the purpose of identifying the modern-colonial-gender factors that intervene in their education and further integration into the industry.

Thereby, it contributes to theoretical and methodological gaps from an intercultural/transmodern standpoint.