INCLUSION, INTERCULTURALITY AND DECOLONIALITY: When questions of race, gender and social class interrogate teaching practices

• Autor(a) principal: Nagem Marques Vieira, Camila
• Data de Publicação: 2021
• Outros Autores: Melgaço da Silva Junior, Paulo, Campos Mamede Maia, Maria Vitória
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1697
• topic: Interculturalidad; Inclusión; Decolonialidad; Inclusion; Interculturality; Decoloniality; Inclusão; Interculturalidade; práticas culturais subalternizantes

This article aims to discuss the concepts of inclusion, interculturality and decoloniality based on situations experienced by two visual arts teachers, who seek in their pedagogical contexts to foster their students' reflection in order to freeze subalternization cultural practices. The methodology used is action research, since it is from the emergent situations in the classroom that the research categories and interventional action capable of causing changes in the subjects are established, promoting inclusion and respect for differences. From the above, it can be concluded that in the social imaginary still prevailing in Brazilian society, there is still a difficult way of raising awareness regarding racial issues and how they are included in the curriculum and practices of teachers of basic education. Thus, we defend the importance of questioning and denializing frozen visions and discourses about race and gender in the school environment, whatever the age range of the students, because it is about promoting deidentification. The promotion of recognition of the differences present in daily school life should be understood as a possibility of enriching knowledge and exchanging school experiences. To this end, there must be a constant review of the relationships between their actors, the selection of curricula and didactics in schools to break with universalism and eurocentrism, so that the process of including differences orients and elaborats new knowledge and learning possibilities.