In this article we present arguments capable of enabling the debate towards the organization of Anticolonial Education as a process that has as its frame of reference knowledge and attitudes proper to native worldviews. This frame of reference joins forces with principles from the legacy of Rudolf Steiner, in the perspective of educational processes based on freedom. Language and worldview take on a relevant role in this process as identity and representation. Within the limits allowed by this text, we intend to analyze primarily from the perspective of philosophy, ontology and anthropology how it is possible to trigger a process of education based on the worldview of native peoples subjected to an imposing and invasive colonial process. A relevant point in the text is its phenomenological and hermeneutical approach as a frame of reference for scientific research on a methodological stance, permeating the entire process examined and bringing the confrontation to a certain extent in relation to the traditional empirical-analytical approach. The text concludes by indicating brief assumptions that underpin anticolonial education as a process capable of breaking down borders in the planetary context, i.e. in favour of Pachamama, the term that refers to Mother Earth.
Anticolonial Education; Rudolf Steiner