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RESUMO: O presente artigo versa sobre a producao do conhecimento a partir das experiencias interculturais, as quais corroboram com a fundamentacao da colonialidade cosmogonica, a autopoiese e a colaboracao intercultural permeado pelo paradigma emergente. Nesse sentido, esse estudo busca apresentar a simbiose que ha entre estes conceitos cunhados por  Walsh (2009); Araujo (2014); Daniel Mato (2002) e Santos (2006). Possibilita a conscientizacao ao que concerne para a decolonialidade da producao do conhecimento. Metodologicamente a pesquisa partiu da revisao de literatura acerca dos conceitos supracitados.  Entender essa premissa e de fundamental importância para uma postura etica, politica, social, cultural e economica, premissas que viabilizam a transformacao e emancipacao social, uma vez que os bens socialmente produzidos nao sao usufruidos por todos, ha hierarquias e uns sao mais beneficiados do que outros, especialmente na escrita cientifica. Dai, a producao do conhecimento se da pela mesma otica, a colonialidade eurocentrica predomina nas producoes cientificas em detrimento dos diversos saberes que os povos das diversas culturas produzem na sua cotidianeidade, portanto, aqui se apresenta a importância do paradigma emergente que viabiliza a valorizacao dos saberes diversos.  PALAVRAS-CHAVE: Educacao, Saberes, Pedagogias/praxis.  ABSTRACT: This article deals with the production of knowledge from intercultural experiences, which corroborate with the foundation of cosmogonic coloniality, autopoiesis and intercultural collaboration permeated by the emerging paradigm. In this sense, this study seeks to present the symbiosis between these concepts coined by Walsh (2009); Araujo (2014); Daniel Mato (2002) and Santos (2006). It makes possible awareness of the decoloniality of the production of knowledge. Methodologically, the research was based on a review of the literature on the above concepts. Understanding this premise is of fundamental importance for an ethical, political, social, cultural and economic stance, premises that enable transformation and social emancipation, since socially produced goods are not enjoyed by all, there are hierarchies and some are more benefited by the than others, especially in scientific writing. Hence, the production of knowledge comes from the same perspective, the Eurocentric coloniality predominates in the scientific productions to the detriment of the diverse knowledge that the people of the diverse cultures produce in their daily life, therefore, here is presented the importance of the emergent paradigm that allows the valorization of the knowledge. KEYWORDS: Education, Knowledge, Pedagogies/praxis.

A colonialidade cosmogônica a partir da autopoiese e da colaboração intercultural para a produção do conhecimento permeados pelo paradigma emergente