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: Ramalho, Bárbara, Alvarez Leite, Lúcia Helena
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/22412
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institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Ramalho, Bárbara
Alvarez Leite, Lúcia Helena
spellingShingle Ramalho, Bárbara
Alvarez Leite, Lúcia Helena
Coloniality of school education: theoretical approach and analysis of practices
author_facet Ramalho, Bárbara
Alvarez Leite, Lúcia Helena
author_sort Ramalho, Bárbara
title Coloniality of school education: theoretical approach and analysis of practices
title_short Coloniality of school education: theoretical approach and analysis of practices
title_full Coloniality of school education: theoretical approach and analysis of practices
title_fullStr Coloniality of school education: theoretical approach and analysis of practices
title_full_unstemmed Coloniality of school education: theoretical approach and analysis of practices
title_sort coloniality of school education: theoretical approach and analysis of practices
description 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.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2020
url https://periodicos.ufrn.br/educacaoemquestao/article/view/22412
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AT ramalhobarbara colonialidaddelaeducacionescolaraproximacionteoricaydiscusionessobrepracticas
AT alvarezleiteluciahelena colonialidaddelaeducacionescolaraproximacionteoricaydiscusionessobrepracticas
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spelling oai:periodicos.ufrn.br:article-224122021-04-01T15:16:00Z Coloniality of school education: theoretical approach and analysis of practices Colonialidad de la educación escolar: aproximación teórica y discusiones sobre prácticas Colonialidade da educação escolar: aproximação teórica e análise de práticas Ramalho, Bárbara Alvarez Leite, Lúcia Helena Colonialidade da educação. Teorias anticoloniais. Educação escolar. Direito à educação. Education coloniality. Anti-colonial theories. School education. Right to education. Colonialidad de la educación. Teorías anticoloniales. Educación escolar. Derecho a la educación. 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. La reivindicación del acceso a la educación escolar bajo lo imaginario del desarrollo de los sujetos y de la nación es una narrativa presente de manera fuerte en la sociedad brasileña. A partir de las teorías anticoloniales, el articulo se propone a hacer lo examen de este discurso y a delinear el concepto de colonialidad de la educación escolar. Así, en primero lugar será hecha una contextualización sobre las teorías que se dedican a la interpretación del sistema-mundo con referencia a los eventos de dominación iniciados entre los siglos XV y XVI y, partir de este enfoque, nos dedicaremos a la discusión teórica sobre la educación escolar. Por fin, con la intención de demonstrar la vigencia contemporánea de la colonialidad en el contexto educacional, analizaremos extractos de entrevistas y registros en cuadernos de campo relativos a una investigación de doctorado recientemente finalizada. Las discusiones hechas nos permiten concluir que la garantía del derecho a la educación está condicionada a la descolonización de la escuela, su cultura y practicas.  A reivindicação do acesso à educação escolar sob o imaginário do desenvolvimento dos sujeitos e da nação é uma narrativa fortemente presente na sociedade brasileira. Sob as teorias anticoloniais, o presente artigo se propõe a examinar este discurso e, a partir disso, a delinear o conceito de colonialidade da educação escolar. Para tanto, realizaremos, em primeiro lugar, uma contextualização das abordagens que se dedicam à interpretação do sistema-mundo tendo como referência os eventos de dominação de sujeitos, culturas e territórios inaugurado entre os séculos XV e XVI e, sob este enfoque, nos dedicaremos à discussão teórica relativamente à educação escolar. Por fim, com vistas a identificarmos aspectos da vigência da colonialidade no contexto educacional, analisaremos excertos de entrevistas e  registros em caderno de campo derivados de uma pesquisa de doutorado recentemente concluída. As discussões realizadas no artigo nos levam a concluir que a garantia do direito à educação de fato para todos está condicionada à descolonização da escola, sua cultura e práticas. Portal de Periódicos Eletrônicos da UFRN 2020-11-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/22412 Revista Educação em Questão; v. 58 n. 58 (2020): out./dez. 2020 1981-1802 0102-7735 10.21680/1981-1802.2020v58n58 por https://periodicos.ufrn.br/educacaoemquestao/article/view/22412/13420

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