摘要：This article focuses on the experience of building the Amazon IALA, particularly from the specialization course on “Rural Education, Agroecology and Agrarian Issues in the Amazon”, developed in a partnership between the Federal University of South and Southeast Pará and Via Campesina. The reflection points to some analytical shifts towards a decolonial option in education from a pedagogical experience connected politically and epistemologically to the social struggles and disputed territories in southeastern Pará. Education as a political demand of the people of the countryside transforms the context of conflicts rather than the realization of the pedagogical dynamics that thus becomes an integral part of the subjects' political subjectivation processes. The encounter with social struggles also becomes a recognition of the forms of denial of the possibilities of epistemic agency to subaltern individual and collective subjects, leading to an option for epistemic disobedience, to restore these wasted experiences to the field of knowledge and thus, broaden the meanings of the relationship between the university and social movements, facing the contradictions of the institutionalization processes, expanding the forms of knowledge circulation and ensuring the dialogue of knowledge as an effective practice.
