Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This article analyzes the persistence of authoritarianism in contemporary educational relationships, drawing on the concept of “black pedagogy” and its transgenerational internalization. The article proposes a reconceptualization of teacher authoritarianism as a structural and embodied phenomenon, introducing the theoretical category of multilayered embodied authoritarianism, understood as a configuration articulated across multiple interconnected levels: psychological, educational and pedagogical, social, epistemic, and bodily. Through a critical dialogue with decolonial, posthuman, and trauma-informed perspectives, as well as those of black pedagogy and research on critical teacher education, the article demonstrates how contemporary teacher education remains largely embedded within the very matrices that produce and reproduce logics of domination. In particular, the article analyzes the processes of internalizing epistemic hierarchies, the centrality of the teacher as a mechanism of control, and the role played by somatic regulation in authoritarian practices. Building on these analyses, the article proposes a further conceptual shift from reflexivity to disidentification, introducing the call for practices of unlearning as a transformative tool for teacher education. Finally, it is argued that only an approach capable of simultaneously addressing the diverse and concurrent implicit dimensions of educational practice can open the door to non-authoritarian pedagogical practices, grounded in an awareness of the educational models and pedagogical mechanisms employed, in relational exchange, in openness to uncertainty, in the acknowledgment of partiality, and in the co-construction of knowledge.
