Abstract

MANTOVANI, José Pascoal. Education post pandemic:. e-Curriculum [online]. 2022, vol.20, n.2, pp.572-588.  Epub Nov 21, 2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2022v20i2p572-588.

This article will reflect on decolonization in response to the phenomenon of dehumanization spelled out in the pandemic period. The imbroglio that guided this analysis was: to what extent does decoloniality contribute to cope with the dehumanization made explicit during the Covid-19 pandemic period? The theoretical framework was referenced inLaval (2004),Freire (1967,2011,2018) andBallestrin (2013). The objectives are: (i) to present the impact of the Covid-19 pandemic on Brazilian Education; (ii) describe domination practices, made explicit in the pandemic period, which strengthened the maintenance of colonized subjectivities; (iii) emphasize the role of the decolonial perspective as a device for coping with oppressive reality. As a result of the research, we demonstrate the social inequality present in Education and the current dehumanizing culture; therefore, the decolonial proposition is viable for the restructuring of values.

Keywords : philosophy; education; decolonial; pandemic; dehumanization.

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