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The present paper aims at setting out some of our research team's theoretical concerns. The team is made up of part of the teaching staff of the School of Social Work, UNC. Its main research subject is difference within Social Sciences and its related meanings, such as unity, totality, otherness, ownliness, and so on. Different sources from a varied field, such as education, politics and gender , are analyzed in this sense. Within this framework, in this paper we propose a debate about the work "The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation" from Jaques Rancière, in which Joseph Jacotot's educative experience is analyzed. Jacotot was a French teacher exiled in Holland that had the challenge of teaching French without any knowledge of Dutch language. We consider that Rancière's contribution poses a different and controversial perspective about equality and inequality within the pedagogical relationship and the emancipation processes. The author understands that these processes are realized through the emancipation of intelligence since a conscious act of will. In the light of our research team questions, which entail the tension between rights and exclusion within the educative field, his work brings a lot of questions to us. We aim at analyzing this perspective from other authors' arguments, such as those of Boaventura de Sousa Santos, which allow us to debate and contextualize Rancière's ideas in the light of different Latin-American educative experiences. [ABSTRACT FROM AUTHOR]

The paper explores the theoretical impact of postcolonial studies in Latin American Intellectual field. To this end, we analyze the main proposals and core problem that this new paradigm raises in the critical and theoretical practice of Latin American Studies. We focus primarily on the contributions of Walter Mignolo, Nelly Richard, Mabel Moraña, Beatriz Sarlo and Cornejo Polar, among the most important contributions from Latin America, as well as in some categories of Spivak and Homi Bhabha thhat allow us to reflect more deeply on the state of this discussion that is still open. In this sense, the question that constantly appear the article is if are possible postcolonial studies in Latin America", What is the theoretical richness the bring to the debate of 'third world'?, Is a more theoretical dominance metropolitan? To approach an answer, we propose to investigate the two positions that are held more firmly in the field of Latin American intellectuals: first one that looks suspiciously arrival of postcolonial studies, and one that seeks to create areas of negotiation and theoretical enrichment . [ABSTRACT FROM AUTHOR]