Coloniality of school education: theoretical approach and analysis of practices
The demand for school education access under the imaginary of the development of people and the nation is a narrative strongly present in Brazilian society. Based on anti-colonial theories, this article proposes to examine this narrative and, from there, to outline the concept of coloniality in scho...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/22412 |
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| Resumo: | The demand for school education access under the imaginary of the development of people and the nation is a narrative strongly present in Brazilian society. Based on anti-colonial theories, this article proposes to examine this narrative and, from there, to outline the concept of coloniality in school education. Therefore, we will first present the context of the approaches about the interpretation of the world-system with reference to the events of domination of people, cultures and territories inaugurated between the 15th and 16th centuries and, based on this focus, we will deal with the theoretical discussion regarding school education. Finally, in order to identify aspects of the validity of coloniality in the educational context, we will analyze excerpts from interviews and field notes derived from a recently concluded PhD research. The discussions carried out in the article lead us to conclude that guaranteeing the right to education indeed for all is conditioned by the decolonization of the school, its culture and its practices. |
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