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This paper describes the reflections built in the context of a dialogue of knowledges that took place among protagonists and spectators, about the iconoclastic actions carried out by the indigenous people misak during the Colombian protests in 2021. The discussion is proposed from the theoretical perspective of the anticolonial struggle, which helps to read these communicative actions as part of a liberation path from the imposed identity and ideological strategies that jeopardize the autonomous realization of the political project of this indigenous people. Beside this, we review the effect over the non indigenous master frames of the protest and what happened to the physical places previously occupied by the main statues pulled down, to conclude how artivism has led communicative processes of resignification of these recovered spaces, all for a liberated memory. [ABSTRACT FROM AUTHOR]

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This paper aims to weigh the feasibility of a key-colonial education. To this end, work is outlined from three edges: the first presents the modern / colonial foundations that survive in the current education system; the second shows the theoretical basis of the decolonial pedagogy; finally, the third reflects on the role of permanent inter-colonial education in intercultural dialogue and other knowledge gestated outside the Eurocentric epistemic patterns. The analysis developed from these aspects aims to help open up new scenarios for discussion, they are not exhausted in time, however, with each contribution is a step closer to building a society descolonizada. The method used is the hermeneutical documentary. We conclude on the need to think of education from another perspective, to examine alternative experiences and knowledge, promoting a critical and emancipatory thought. [ABSTRACT FROM AUTHOR]