Epistemologia decolonial e práticas antirracistas

uma episteme possível na pesquisa em educação básicA

Abstract

This scientific article aims to present a brief theoretical discussion on the epistemological foundations underlying knowledge production in Basic Education and to situate an episteme that also allows for a connection with the concept of antiracist practices in quilombola basic schools. Methodologically, a review of scholars who research and produce scientifically from a decolonial epistemological base, or one that approximates it, was conducted. The study engages with Law 10.639/03 (Brazil, 2003) and the National Curriculum Guidelines for Ethnic-Racial Relations Education and the Teaching of Afro-Brazilian and African History and Culture (Brazil, 2004), considering the role of antiracist practices. Drawing on authors such as Quijano (2005), Santos and Menezes (2010), Walter Mignolo (2017), and Collins (2018), among others, the study demonstrated that decolonial epistemes represent a relevant avenue for research on antiracist practices. It further highlights specific legislation as an indicator that allows for alternative knowledge systems, positioning Black individuals as protagonists in the history of Brazilian formation and viewing the African continent as a source of knowledge and culture. These epistemes contribute to the deconstruction of racist practices and provide opportunities for antiracist practices.