Pluriversal Pedagogies: Popular Education, Land Ontologies, and Practices of Re-Existence
Ana Paula Morel, Fluminense Federal University, Brazil

This paper examines the formulation of pluriversal pedagogies in times of ecological collapse. Grounded in a sense of belonging to the Earth, these pedagogies seek to politically activate relationality and interdependence among beings, knowledges, and territories (Escobar). Drawing on the intersection of popular education (Freire) and ontological pluralism (Viveiros de Castro), the presentation explores concrete experiences in Latin America—especially Brazil—where popular and Indigenous movements mobilize public schools, universities, and communities within territories of resistance. These initiatives include agroecological collective practices (mutirões), seed exchanges, and interdisciplinary workshops that connect teacher education, playfulness, and ancestral knowledge. Such experiences underscore the urgency of rethinking education through ontological pluralism, recognizing diverse ways of thinking and extra-modern collectives as producers of theory. Teaching and learning are thus understood as community-forming practices. By articulating situated and critical pedagogies, this contribution aligns with the focus of WG1, fostering pluriversal dialogue and educational ecologies from the Global South.