Resumo

LIMA, José Gllauco Smith Avelino de  e  PERNAMBUCO, Marta Maria Castanho Almeida. POST-COLONIAL HORIZONS OF THE PEDAGOGY OF THE OPRESSED AND ITS CONTRIBUTIONS TO CURRICULAR STUDIES. Rev. Bras. Educ. [online]. 2018, vol.23, e230063.  Epub 11-Set-2018. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782018230063.

This article analyzes the affinities between the pedagogical thought of Paulo Freire and the postcolonial theories. It is based on the understanding that his problematizing proposal questions and brings the possibility of deconstructing various contemporary forms of coloniality produced through educational actions that reinforce conditions of oppression that hinder the achievement of human dignity. As for the methodological treatment, this work prioritizes the bibliographic analysis, dialoguing with authors such as Paulo Freire and some of his interpreters, and with authors considered post-colonialists. As comments, it points out that the affinities between Paulo Freire’s pedagogical ideology and postcolonial theories corroborate an educational narrative as a political and postcolonialist project capable of recovering local histories and their contradictions as producers of an knowledge unsubmissive to the many forms of oppression and subalternity that make the dignified life and people’s humanization unfeasible.

Palavras-chave : education; Paulo Freire; postcolonial theories.

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