Anti-colonial legacies and resistance in the Southern Cone: proposals and setbacks regarding teaching and research in and with the Arts

Rebento Journal is calling for contributions for its 21st issue. Entitled "Anti-colonial legacies and resistance in the Southern Cone: proposals and setbacks around Teaching and Research in and with the Arts", issue 21 aims to map national and international debates around the terms decolonial, decolonial, anticolonial, counter-colonial and non-colonial in arts education. Discussions based on three core themes are invited to participate in the issue: 1. practices of confronting the colonial legacy experienced in areas of education that have the arts in their processes of knowledge construction; 2. violence suffered by teachers, artists and students in the face of the maintenance of colonialist power systems in the 21st century; 3. proposals for anti-colonial resistance, in dialogue with ongoing social movements. The Editorial Board of this issue, headed by the Performativity and Pedagogy Research Group, coordinated by Professor Dr. Carminda Mendes André, understands the concept of coloniality as the identification of colonialism, in force even after the independence of the colonies; from which it questions the current strategies of silencing people, groups and epistemes and how they have been confronted. As described by the Mexican Pablo González Casanova (2006), coloniality is structural, perpetuating its project of domination in the economic, political, social and cultural fields and threatening anti-colonial initiatives of an educational nature, despite the growing dissemination, in the reflection on the arts, of concepts that highlight the enduring logic of Modernity-Coloniality. In “The Wretched of the Earth”, Frantz Fanon (2022) insists that “[...] national culture, in underdeveloped countries, must therefore be at the center of the popular struggle itself. [...] a constant struggle against new forms of colonialism and a stubborn refusal to allow ourselves to be deceived” (Fanon, 2022, p. 17). In the Brazilian reality, are the approaches that challenge coloniality in the most diverse artistic and art-educational processes, formal and informal, aligned with popular struggles? On the other hand, is art education integrated into the agenda of interests and the daily lives of movements? How could this relationship be strengthened, so that non-colonial initiatives in the arts and education are effectively practiced, rehearsing other modes of existence? How do cultural and educational agents prepare to know and overthrow the new facets of domination and colonial plunder? How do higher education institutions nurture perspectives of resistance in teaching and learning methods, including repertoires and materials? Can national concerns driven by the decolonial perspective establish networks with other Latin American initiatives that also oppose the violence perpetuated in the New Continent since the so-called "discovery"? Contributions in the form of articles, book reviews, artist's notebooks, process reports, translations, glossaries of terms, podcasts and visual essays should be sent to the Rebento Journal platform (https://www.periodicos.ia.unesp.br/index.php/rebento) by March 1, 2025, for publication in June-July 2025.