Resumo

SILVA, Ivanilso Santos da. Education policy and decoloniality: a narrative review. J. Pol. Educ-s [online]. 2022, vol.16, e87431.  Epub 30-Maio-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.87431.

In this work we seek to interrogate the articulation between educational policy and the decolonial approach in epistemological and methodological terms, we have used literature review strategies in two stages: a) bibliometrics, as a script for the collection, organization and selection of the analyzed studies ; and b) narrative, as a strategy for the construction and presentation of the analyses. Some of the findings point to a relationship, still incipient, between the approach and the object, although the linguistic and curricular policies - particularly about the imposition of foreign languages, English - emerge as privileged objects of research, where the concepts of epistemicide and coloniality of power became central to the analysis of disputes and asymmetries in the field of formulations, transfers, assimilation and resistance to educational policies, whose privileged context occurs in the processes of internationalization and globalization, identified in the research as a landmark of coloniality. In methodological terms, we highlight the Case Study together with Discourse Analysis, in different variants, although other methodological approaches are also used, such as Critical Ethnographies and Critical Policy Analysis. Such syntheses are still the first and provisional answers to questions about the possibility of articulating research in educational policy and the decolonial approach, on the one hand, and the operationalization of these investigations in epistemological and methodological terms.

Palavras-chave : Decoloniality; Education Policy; Narrative Review.

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