Abstract

LEITE, LÚCIA HELENA ALVAREZ; RAMALHO, BÁRBARA BRUNA MOREIRA  and  CARVALHO, PAULO FELIPE LOPES DE. EDUCATION AS A PRACTICE OF LIBERTY: A DECOLONIAL PERSPECTIVE ABOUT SCHOOL. Educ. rev. [online]. 2019, vol.35, e214079.  Epub May 15, 2019. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698214079.

The Brazilian school carries the legacy of our colonial past, which imposed the culture and knowledge of a dominant people to identities that were expressed in a different way and, therefore, were not recognized as legitimate. From this perspective, the school’s operation often resulted in a destruction of cultures and knowledge; revealing the violence of this institution. In Pedagogy of the Oppressed, Paulo Freire denounces this reality and proposes, as a rupture, an Education for Freedom. In 1989, Aníbal Quijano creates the term “coloniality”, to denounce that the domination, present in the colonial systems. continues even after the end of the colonies. For him, the standards of power, knowledge and being are imposed by the European logic, capitalist, “north centered”. Like Freire, Quijano proposes a break with this coloniality, pointing to a decolonial perspective, likewise education as a practice of freedom, revealing that another education is possible.

Keywords : colonial Education; Pedagogy of the Oppressed; Decolonial Perspective.

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