The purpose of this paper is to present considerations about the use of music as a critical and radical pedagogy in an International Relations class in the Global South. How can music help students understand the processes of marginalization, resistance, and struggle? Can it be understood as a tool to be used in the classroom to transcend traditional and marginalizing pedagogies? The contribution of our proposal derives from the possibility of a symbiosis between the teaching of critical, decolonial, and postcolonial perspectives and the language used to communicate these concepts and ideas to a young audience with different backgrounds. In this sense, we bring perceptions of the engagement with music as a pedagogical tool in an undergraduate course entitled “Decolonizing International Relations: epistemic violence and emancipation in Global South.” By playing songs, not only the learning process became deeper and more meaningful to students, but it also opened margins to a dialogical interaction. We share our experience hoping to contribute to a meaningful debate among scholars, inspiring teachers to engage with decolonial/critical pedagogies.

中文翻译：

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音乐作为全球南方国际关系课程中的解放教学工具

本文的目的是提出关于在全球南方的国际关系课程中使用音乐作为批判性和激进的教学法的考虑。音乐如何帮助学生理解边缘化、抵抗和斗争的过程？能否将其理解为一种在课堂上使用以超越传统和边缘化教学法的工具？我们提案的贡献源于批判性、非殖民主义和后殖民主义观点的教学与用于向具有不同背景的年轻观众传达这些概念和想法的语言之间存在共生的可能性。从这个意义上说，我们在名为“非殖民化国际关系：全球南方的认知暴力和解放。” 通过播放歌曲，不仅学习过程对学生来说变得更深入和更有意义，而且还为对话互动开辟了空间。我们分享我们的经验，希望为学者之间的有意义的辩论做出贡献，激励教师参与非殖民化/批判性教学。