Education and decolonial practice

uma ferramenta político-pedagógica

Abstract

This production intends to combine a critical pedagogy with the Historical Education and the decolonial thought, also thinking about a Freirian pedagogy. Therefore, intends to think about new curricular, pedagogic and didactic directions through a bibliographic revision. Thus, paying attention to the insurgencies from social movements which seek to occupy spaces, it is noted that the problem is to bring subordinate people to hegemonic spaces, enabling social transformation, which permeates transformation in academic and school space. Thinking about the curriculum as a social construction built through perspectives of hegemonic groups allows to think of it as a project of dominance, presenting subjects who are part of the research, not only the object, making it possible to expand the margin of access to historically hegemonic spaces. In this way, it is in this perspective that intends to think with epistemic disobedience, deconstructing knowledge and thinking from the coloniality of power, keeping in mind a genealogy that is pluriversal, and not universal, as Eurocentric “rationality” had pretended to be. In short, it is a question of engaging in deconstruction in parallel with a curricular construction that includes and thinks in “multiple perspective” way. It is evident that Western universalism, proposed as the only solution to the challenges, is shown to be a excluding way; the perspective here proposed resists to the holistic forms of social explanation, this is the perspective proposed for education.