EXPLORING NEW HORIZONS: LAW 10.639/03 AND INTERCULTURAL AND DECOLONIAL PRACTICES
This article is part of a thesis in progress, entitled “Recontando histórias outras de Laguna: abordagens didático-metodológicas de professores sobre a população negra na perspectiva da Lei 10.639/03” (“Recounting Other Histories of Laguna: Didactic-Methodological Approaches of Teachers Regarding th...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Poiésis (Tubarão. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/26979 |
| Acesso em linha: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/26979 |
| Access Level: | acceso abierto |
| Palavra-chave: | Lei 10.639/03 Interculturalidade crítica Pedagogia decolonial Decolonial Pedagogy Critical Interculturality Law 10.639/03 |
| Resumo: | This article is part of a thesis in progress, entitled “Recontando histórias outras de Laguna: abordagens didático-metodológicas de professores sobre a população negra na perspectiva da Lei 10.639/03” (“Recounting Other Histories of Laguna: Didactic-Methodological Approaches of Teachers Regarding the Black Population from the Perspective of Law 10.639/03”). Its objective is to develop didactic-pedagogical materials to assist in teaching the history of the Black population in Laguna, in alignment with Law 10.639/03. The research aims to address the question: “How does the implementation of Law 10.639/03 dialogue with intercultural and decolonial pedagogies?”. To this end, it employs bibliographic research, engaging with authors such as Aníbal Quijano, Vera Candau, Nelson Maldonado-Torres, and Catherine Walsh, addressing themes such as coloniality, critical intercultural education, and decolonial education. The findings indicate that coloniality continues to reproduce inequalities and silencing. Thus, the importance of intercultural and decolonial pedagogies is highlighted for the (re)construction of the teaching-learning process, bringing historically marginalized epistemologies back into everyday school life, in accordance with the principles of Law 10.639/03. |
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