Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08

Detalhes bibliográficos
Autor(a) principal: Santos, Cledineia Carvalho
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Odeere
Texto Completo: https://periodicos2.uesb.br/index.php/odeere/article/view/4143
Resumo:  This article arises from the concerns that were born as I was having access to the readings of postcolonial and decolonial theorists in the Program of Postgraduate in Culture and Society - IAHC / UFBA and highlighted when participating in the Course Thinking in Movement: Dialogues of knowledge in the classroom. Throughout the lectures, debates and experiences I was motivated to relate the discourses promoted with the field of education both within the classroom and while acting in teacher training programs in which we often return our studies and appreciation to Law 11.645 for basic education. Thus, this article brings to the center of the discussions the postcolonial and decolonial paradigms of thought in order to foster the necessary reflections for the applicability of the said Law, its challenges and dilemmas. It seeks to direct a look at the hidden curriculum and historically subalternized in order to contribute to put Afro-descendant and indigenous peoples as protagonists of their own history.   Keywords: Education; Postcolonial and Decolonial Studies. Law 11.645/08.
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spelling Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08Educação, estudos pós-coloniais e decolonialidade: Diálogos com a Lei 11.645/08Educación, estudios poscoloniales y descolonialidad: Diálogos con la Ley 11.645/08  This article arises from the concerns that were born as I was having access to the readings of postcolonial and decolonial theorists in the Program of Postgraduate in Culture and Society - IAHC / UFBA and highlighted when participating in the Course Thinking in Movement: Dialogues of knowledge in the classroom. Throughout the lectures, debates and experiences I was motivated to relate the discourses promoted with the field of education both within the classroom and while acting in teacher training programs in which we often return our studies and appreciation to Law 11.645 for basic education. Thus, this article brings to the center of the discussions the postcolonial and decolonial paradigms of thought in order to foster the necessary reflections for the applicability of the said Law, its challenges and dilemmas. It seeks to direct a look at the hidden curriculum and historically subalternized in order to contribute to put Afro-descendant and indigenous peoples as protagonists of their own history.   Keywords: Education; Postcolonial and Decolonial Studies. Law 11.645/08. Este artigo surge das inquietações que foram nascendo à medida que fui tendo acesso as leituras de teóricos Pós-coloniais e Decoloniais no Programa de Pós-Graduação em Cultura e Sociedade - IAHC/UFBA e realçado ao participar do Curso Pensar em Movimento: Diálogos de saberes na sala de aula. No decorrer das leituras, debates e experiências fui motivada a relacionar os discursos promovidos com o campo da educação tanto no âmbito da sala de aula e enquanto atuante em programas de formação de professores no qual por muitas vezes voltamos nossos estudos e apreciação para a Lei 11.645 para a educação básica. Assim este artigo traz para o centro das discussões os paradigmas pós-coloniais e decoloniais do pensamento no intuito de fomentar as reflexões necessárias para a aplicabilidade da referida Lei, seus desafios e dilemas. Busca-se direcionar um olhar para o currículo oculto e subalternizados historicamente de forma a contribuir para colocar os povos afrodescentes e indígenas como protagonistas de sua própria história. Palavras-chave: Educação; Estudos Pós-coloniais e Decoloniais. Lei 11.645/08. Este artículo surge de las preocupaciones que nacieron cuando obtuve acceso a las lecturas de los teóricos poscoloniales y descoloniales en el Programa de Posgrado en Cultura y Sociedad - IAHC / UFBA y destacó al participar en el Curso Pensamiento en Movimiento: Diálogos de conocimiento en el Salón de clases. Durante las lecturas, debates y experiencias, me motivé a relacionar los discursos promovidos con el campo de la educación, tanto dentro del aula como mientras actuaba en programas de capacitación docente en los que a menudo dirigimos nuestros estudios y apreciación a la Ley 11.645. para la educación básica Por lo tanto, este artículo trae al centro de las discusiones los paradigmas de pensamiento poscoloniales y descoloniales para fomentar las reflexiones necesarias para la aplicabilidad de esa Ley, sus desafíos y dilemas. Busca dirigir una mirada al currículum oculto e históricamente subordinado para contribuir a colocar a los pueblos afrodescendientes e indígenas como protagonistas de su propia historia.   Palabras clave: educación; Estudios poscoloniales y descoloniales. Ley 11.645/08. Edições UESB2018-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer-reviewed articleArtigo avaliado pelos paresArtículo revisado por paresapplication/pdfhttps://periodicos2.uesb.br/index.php/odeere/article/view/414310.22481/odeere.v3i5.4143ODEERE; Vol. 3 Núm. 5 (2018): Povos Indígenas no Brasil: Histórias, Retomadas e Perspectivas; 161-174ODEERE; Vol. 3 No. 5 (2018): Indigenous Peoples in Brazil: Stories, Resumes and Perspectives; 161-174ODEERE; v. 3 n. 5 (2018): Povos Indígenas no Brasil: Histórias, Retomadas e Perspectivas; 161-174ODEERE; Vol. 3 No. 5 (2018): Povos Indígenas no Brasil: Histórias, Retomadas e Perspectivas; 161-1742525-4715reponame:Revista Odeereinstname:Universidade Estadual do Sudoeste da Bahia (UESB)instacron:UESBporhttps://periodicos2.uesb.br/index.php/odeere/article/view/4143/3397Copyright (c) 2021 ODEEREhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Cledineia Carvalho2021-07-24T13:09:12Zoai:periodicos.periodicos2.uesb.br:article/4143Revistahttp://periodicos2.uesb.br/index.php/odeere/indexPUBhttps://periodicos2.uesb.br/index.php/odeere/oairevistaodeere@uesb.edu.br||2525-47152525-4715opendoar:2021-07-24T13:09:12Revista Odeere - Universidade Estadual do Sudoeste da Bahia (UESB)false
dc.title.none.fl_str_mv Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
Educação, estudos pós-coloniais e decolonialidade: Diálogos com a Lei 11.645/08
Educación, estudios poscoloniales y descolonialidad: Diálogos con la Ley 11.645/08
title Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
spellingShingle Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
Santos, Cledineia Carvalho
title_short Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
title_full Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
title_fullStr Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
title_full_unstemmed Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
title_sort Education, postcolonial studies and decoloniality: Dialogues with Law 11.645/08
author Santos, Cledineia Carvalho
author_facet Santos, Cledineia Carvalho
author_role author
dc.contributor.author.fl_str_mv Santos, Cledineia Carvalho
description  This article arises from the concerns that were born as I was having access to the readings of postcolonial and decolonial theorists in the Program of Postgraduate in Culture and Society - IAHC / UFBA and highlighted when participating in the Course Thinking in Movement: Dialogues of knowledge in the classroom. Throughout the lectures, debates and experiences I was motivated to relate the discourses promoted with the field of education both within the classroom and while acting in teacher training programs in which we often return our studies and appreciation to Law 11.645 for basic education. Thus, this article brings to the center of the discussions the postcolonial and decolonial paradigms of thought in order to foster the necessary reflections for the applicability of the said Law, its challenges and dilemmas. It seeks to direct a look at the hidden curriculum and historically subalternized in order to contribute to put Afro-descendant and indigenous peoples as protagonists of their own history.   Keywords: Education; Postcolonial and Decolonial Studies. Law 11.645/08.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed article
Artigo avaliado pelos pares
Artículo revisado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos2.uesb.br/index.php/odeere/article/view/4143
10.22481/odeere.v3i5.4143
url https://periodicos2.uesb.br/index.php/odeere/article/view/4143
identifier_str_mv 10.22481/odeere.v3i5.4143
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos2.uesb.br/index.php/odeere/article/view/4143/3397
dc.rights.driver.fl_str_mv Copyright (c) 2021 ODEERE
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 ODEERE
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edições UESB
publisher.none.fl_str_mv Edições UESB
dc.source.none.fl_str_mv ODEERE; Vol. 3 Núm. 5 (2018): Povos Indígenas no Brasil: Histórias, Retomadas e Perspectivas; 161-174
ODEERE; Vol. 3 No. 5 (2018): Indigenous Peoples in Brazil: Stories, Resumes and Perspectives; 161-174
ODEERE; v. 3 n. 5 (2018): Povos Indígenas no Brasil: Histórias, Retomadas e Perspectivas; 161-174
ODEERE; Vol. 3 No. 5 (2018): Povos Indígenas no Brasil: Histórias, Retomadas e Perspectivas; 161-174
2525-4715
reponame:Revista Odeere
instname:Universidade Estadual do Sudoeste da Bahia (UESB)
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reponame_str Revista Odeere
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repository.name.fl_str_mv Revista Odeere - Universidade Estadual do Sudoeste da Bahia (UESB)
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