Hybrid pedagogies for knowledge co-production, translocal solidarity and collective action

This piece explores pedagogies that challenge dominant forms of knowing grounded on hegemonic dualisms, such as subject/object, expert/non-expert, knower/learner and human/non-human. It draws on an ongoing workshop series focused on the self-managed urban occupation Solano Trindade in Duque de Caxias, Brazil. These workshops, held in the community since 2018, had to be redesigned due to constraints imposed by the COVID-19 pandemic, leading to new knowledge relations and forms of collaboration. The article analyses two of these workshop experiences as hybrid pedagogies, based on positions of mutual inclusivity in knowledge production, more-than-human epistemologies and a relational understanding of hybridity as main analytical orientations. This leads to reflections on the engagement of technologies in collaborative practices, the establishment of dialogues between groups situated in multiple epistemic and geographical locations, and on embracing non-humans as pedagogical agents. In this way, hybridity is conceptualised as more than a format that brings together remote and local(ised) actors in one space, focusing instead on how it stimulates translocal solidarities and more-than-human collaborations. Through these reflections, this article argues that hybrid pedagogies can foster generative alliances and reparative knowledge relations that can contribute to decolonising knowledge production.