National Curriculum Guidelines for "quilombola" school education: pathways for a decolonial education in Brazil
In this article we point out the effects on the social construction of colonized peoples, especially in education. Coloniality is the result of the long period of exploration of the colonies, which became visceral in the social configurations of the countries of the American continent. We perceive t...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Reflexão e Ação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/17629 |
| Acceso en línea: | https://seer.unisc.br/index.php/reflex/article/view/17629 |
| Access Level: | acceso abierto |
| Palabra clave: | Colonization Coloniality Education Decoloniality Colonização Colonialidade Educação Decolonialidade Colonización Colonialidad Educación Decolonialidad |
| Sumario: | In this article we point out the effects on the social construction of colonized peoples, especially in education. Coloniality is the result of the long period of exploration of the colonies, which became visceral in the social configurations of the countries of the American continent. We perceive that Brazilian education still reproduces a hegemonic European thought, and constitutes a space for the reproduction of the principles of coloniality. But, we understand the construction of the National Curricular Guidelines for Quilombola School Education (Brazil, 2012) as a decolonization exercise. In this sense, we point out how these guidelines dialogue with the decolonial movement, providing a new educational configuration. |
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