Contrastive ethno-research-formation

an 'other' rigor for decolonial studies on identities and human rights

Abstract

The aim of this essay is to present a contrastive ethno-research-training proposal for the development of decolonial knowledge about identities and human rights. First, we looked at the historical formation of Educational Psychology, the dialog on Intercultural Human Rights and the social processes that permeate the proposal of decolonial pedagogy. Next, we looked at the concept of rigor in qualitative research from a phenomenological perspective to present the central aspects of research-in-training in the context of Contrastive Ethno-research. Finally, some possible steps were proposed for carrying out qualitative research engaged in the decolonial ongoing training of educators.