The Pedagogy of Literacy and the Anti-Hegemonic Factors: Establishing a Reflectional Purpose Focused on Social Emancipation Through International Development

During the recent global pandemic, social paradigms have reversed, and people have found themselves trapped in fears, uncertainties, and primary needs for relationships. Emerging educational issues stimulate an in-depth examination of the dominant themes in the contemporary curricular context and seek meaningful readings. To clarify, this chapter focuses on a pedagogical reflection, not an exhaustive one, which offers some perspectives and alternatives for literacy from the perspective of liberation and the reappropriation of one’s cultural variations and historical roots. The reflective essay refers to a cross-reading of the methodologies used in the non-European contexts, and it is concluded that it is crucial for the educational community to recover and reappropriate the educational and cultural space of life. Through a literacy pedagogy, we are able to recover complex education in a deschooled and deconstructed environment, which is reduced to a few critical symbols and meanings.