The paper that will be presented has as its focus an artistic higher education school, located in the middle of the Atlantic ocean, in the islands of Cape Verde. This is a young country in which the inhabitants insist in gaining their lives in a fight against the hardships of a wild territory of winding mountains, in parallel with their own onflictualities of a people which became independent (1975 ) for the fight against the Portuguese colonial regime, and facing the aggressive policies of globalization of markets and the hegemonic narratives associated.

The authors of this paper belong to this space. It is here that the possibilities of distinct dynamics of arts education are promoted. These are different from the academic models that discipline and confine to compartments the knowledge and separate the artistic production from the reflection on the problems experienced by communities.

It is presented for discussion a critical discourse of hegemonic discourses - marked by Western modernism - and post-colonial relations in the higher education space in the area of Arts Education. We take ourselves as the subjects/political bodies of this research, the 'intercultural movement IDENTIDADES' and the M_EIA  Institute of Art , Technology and Culture  (Cape Verde). Our aim is to discuss the challenges of the political and pedagogical project M_EIA , - taking into account the recent definition of its policies and educational, cultural and curricular practices - from a confrontation that seek to take advantage of the tensions and conflicts in the models of thought, import and appropriation of Western hegemonic costumes, but also in resistance movements that define them .

As such, we aim to map the points, positions and relations of the questions in three different fields: subjects/political bodies,critical hsitory of arts education in Cape Verde and arts education in contemporaneity. More than to analyse these relations as efforts od post-colonial cooperation, to reflect about the implications of these relations within local initiatives, in the epistemological decolonization and, above all, about their contributes to a cognitive justice, determinant in a social justice.

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