National Curriculum Guidelines for "quilombola" school education

pathways for a decolonial education in Brazil

Authors

DOI:

https://doi.org/10.17058/rea.v31i1.17629

Keywords:

Colonization, Coloniality, Education, Decoloniality

Abstract

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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Author Biographies

Diego Maradona da Hora Mendes, Instituto federal Sul-Rio-Grandense (IFSul)

Doutorando em Profissional em Educação e Tecnologias (Educação), Mestrado em Ensino e Relações Étnico-raciais (Universidade Federal do Sul da Bahia). Especialização em Literatura e Linguagens (Universidade do Estado da Bahia).

 

Márcia Helena Sauaia Guimarães Rostas, Instituto Federal de Educação, Ciência e Tecnologia Sul-riograndense (IFSul).

Professora (Mestrado em Educação e Tecnologia), Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense. Doutorado em Linguística e Lingua Portuguesa na Universidade Estadual Paulista Júlio de Mesquista Filho.

Guilherme Ribeiro Rostas, Instituto Federal de Educação, Ciência e Tecnologia Sul-riograndense (IFSul).

Doutorado (Política Social e Direitos Humanos) - UCPel. Mestre em Educação (Educação) - UFMA. Professor (Departamento de Graduação e Pós-graduação), Instituto Federal de Educação, Ciência e Tecnologia Sul-riograndense (IFSul).

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Published

2023-01-30

How to Cite

da Hora Mendes, D. M., Sauaia Guimarães Rostas, M. H. ., & Ribeiro Rostas, G. . (2023). National Curriculum Guidelines for "quilombola" school education: pathways for a decolonial education in Brazil. Reflexão E Ação, 31(1), 40-52. https://doi.org/10.17058/rea.v31i1.17629

Issue

Vol. 31 No. 1 (2023): Dossier: Pedagogical Alternatives and Educational Prospectives in Latin America (Part 2)

Section

Dossiê: Alternativas Pedagógicas e Prospectivas Educacionais na América Latina

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