Disimparare per conoscere e trasformare: l'inchiesta sociale tra pedagogia e decolonialità

The paper reconsiders social inquiry from the perspective of educational theory, as a form of educational research that draws on a decolonial perspective in order to question knowledge hierarchies and established categories. Action research and co-research are interpreted as coherent developments of this approach, confirming the ongoing relevance of social inquiry for social transformation and public engagement.