Decolonial pedagogy and youth, adults and elderly education in the context of a racialized society

• Autor(a) principal: Lucini, Marizete
• Data de Publicação: 2019
• Outros Autores: Santana, Leyla Menezes de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/15451
• topic: Pedagogia decolonial; Educação de Jovens, Adultos e Idosos; Ensino decolonizado; Pedagogía decolonial; Educación de Jóvenes, Adultos y Ancianos; Enseñanza decolonizada; Decolonial pedagogy; Youth, Adults and the Elderly Education; Decolonized teaching

This article aims to present reflections based on decolonial pedagogy as insurgent contributions to the pedagogical practices of the education of young people, adults and the elderly. As a result of theoretical and pedagogical reflections, the path outlined here, in the light of the phenomenological hermeneutics, goes through the tensions that teaching in Youth and Adult Education (YAE) experiences in relation to its colonized forms, in a markedly racialized society, but also establishes relationship with pedagogical practices lived by rural female literacy teachers who, established themselves in the countryside reality, were becoming and recognizing themselves as agents of transformation during the relational educational process, when community engaged to develop reading and writing skills of young people, adults and the elderly. This dynamics was experienced from a constant movement of construction, reflection and continuous reconstruction of the educational act, doing a displacement of oppression/liberation, whose main demand was the awareness that was given in a communitarian context during a critical breakthrough.