Popular cultures, education and decolonization
This essay aims to continue the discussions I have been making from previous publications on popular cultures in contemporary times, using the theoretical framework of Cultural Studies and Decolonial Thinking. I search here, on the one hand, to broaden the reflection on the relations between popular...
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| Formato: | Online |
| Idioma: | por |
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Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/18279 |
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| Resumo: | This essay aims to continue the discussions I have been making from previous publications on popular cultures in contemporary times, using the theoretical framework of Cultural Studies and Decolonial Thinking. I search here, on the one hand, to broaden the reflection on the relations between popular cultures and education processes, and on the other, to establish links between popular cultures and the formulation of a decolonial political action that has been gaining prominence in recent years in Latin America. The example of capoeira, as a decolonial practice, approached here, reveals the protagonists of popular cultures as important political agents of decolonization in dialogue with education. The argument I want to arise is that popular cultures can also be understood as decolonization practices, described here as resistance, awareness and liberating education for those seeking to strengthen this decolonial project under construction. |
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