Imagining Critical Pedagogies and Ecological Humanities in the Pluriverse: Nomadic, Decolonial and Life-centered Environmental Education as a South-complex Environmental-desiring Machine

Jorge Garcia-Arias; Helen Moura Pessoa Brandão; Natalia Sánchez Gómez

doi:10.14288/ce.v17i1.187177

Imagining Critical Pedagogies and Ecological Humanities in the Pluriverse

Nomadic, Decolonial and Life-centered Environmental Education as a South-complex Environmental-desiring Machine

Authors

Jorge Garcia-Arias University of Leon (Spain)
Helen Moura Pessoa Brandão Universidade Federal do Espírito Santo (Brazil)
Natalia Sánchez Gómez Universidad de Boyacá (Colombia)

DOI:

https://doi.org/10.14288/ce.v17i1.187177

Keywords:

Pluriverse, Rhizome, Decoloniality, Nomadic curricula, Brazil, Colombia, Deleuze & Guattari

Abstract

Our article explores the possibilities of imagining a decolonial environmental education in Abya Yala/Latin America as an environmental-desiring machine underpinned by a South-complex environmental thinking, capable of generating subjectivations, promoting agency, and nurturing critical pedagogy praxes that place ecosystems sustainability and care-of-life at the very center. To illustrate those pluriversal alternatives, we present two educational and political-pedagogical experiences: a ‘nomadic curricula’ praxis on the Federal University of Espírito Santo (Brazil) mediated by (re)existence/resistance movements woven by Kapi’xawa and Kizomba collectives and communities; and a water-care popular environmental education experience in the Sochagota Lake (Colombia), as a pedagogical praxis of (re)existence/resistance to hegemonic market-episteme ‘water management’ models.

Author Biographies

Jorge Garcia-Arias, University of Leon (Spain)

Jorge Garcia-Arias is a Full Professor in International Political Economy & Global Development Studies at the University of Leon, Spain. His main research lines are on the intersections of critical development studies, pluriversal alternatives to development, radical political ecology, and ecological humanities.

Helen Moura Pessoa Brandão, Universidade Federal do Espírito Santo (Brazil)

Helen Moura Pessoa Brandão holds a PhD in Education (Teaching, Curriculum and Cultural Processes), and a MA degree in Chemistry (Trace Element Analysis and Environmental Chemistry) from the Federal University of Espírito Santo (UFES), Brazil. She is a Professor in the Department of Chemistry and Physics (DQF/UFES) and in the Postgraduate Program in Teaching, Basic Education and Teacher Training (PPGEEDUC/UFES).

Natalia Sánchez Gómez, Universidad de Boyacá (Colombia)

Natalia Sanchez Gomez holds a PhD in Educational Sciences and is a Professor at the University of Boyacá, Colombia.

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Published

2026-02-17

Issue

Vol. 17 No. 1 (2026)

Section

Articles

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