Resumo

DIAS, Alder  e  ABREU, Waldir Ferreira de. For a Decolonial Didactics: Theoretical Approaches and Categorial Elements. Rev. Diálogo Educ. [online]. 2019, vol.19, n.62, pp.1216-1233.  Epub 30-Jan-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.062.ao01.

The present article thematizes didactics, as a field of knowledge of Pedagogy and as an important space of study and discussion of the decolonial thinking, to construct a decolonial didactics. The objective is to explain theoretical elements that contribute to the constitution of a decolonial didactics. It consists of a bibliographical research. Among the theoretical references are authors of decolonial thinking and intercultural critical didactics. Historical and conceptual elements that define decolonial thinking, the decolonial pedagogy, and the intercultural critical didactics are discussed; those enable the epistemological unveiling of invisible realities, of critical confrontation against the modern/colonial paradigm and the relations of coloniality formed in the world hegemonic movements, forged since the process of conquest of the Americas. The discourse of Candau is taken up from the proposal of a fundamental didactics in the 1980s to the present day when she advocates intercultural critical didactics. In dialogue with this course, the decolonial didactics is proposed. It is concluded, among other elements, that a decolonial didactic practice needs to take on alterity as an ethical-political-educational presupposition, especially considering the subjects who are historically marginalized, oppressed, a subaltern in society and the educational system, usually immersed in oppressive, monocultural and instrumental logics.

Palavras-chave : Intercultural Critical Didactics; Decolonial thought; Decolonial pedagogy; Decolonial didactics.

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