Pedagogical Change from the South: The Emergence of Alternative and Decolonial Models in Ibero-America

Abstract

This article explores the emergence of pedagogical models (PMs) in Ibero-America that challenge traditional Eurocentric paradigms and articulate alternative, decolonial approaches to education. Based on a critical review of the 100 most cited documents in Spanish available on Google Scholar containing the term modelo pedagógico, the study identifies key characteristics, dimensions of change, and ruptures proposed by these models. The analysis adopts a qualitative content approach grounded in hermeneutic and deconstructive principles, allowing for the classification and critical examination of PMs as epistemic, social, and institutional constructs. The findings indicate that emerging PMs are rooted in contextual and situated knowledge, influenced by epistemologies of the South, and committed to social transformation and educational justice. These models advocate a shift away from vertical, standardized logics toward horizontal, participatory, and plural epistemic frameworks. However, tensions between discourse and practice persist, particularly with regard to implementation, conceptual clarity, and the continued influence of Eurocentric frameworks. The article concludes by emphasizing the need for further research on locally grounded models and participatory methodologies that legitimize diverse forms of knowledge and pedagogical practice in Ibero-America.