Resumen

GARCIA, Amanda Veloso. The weed philosophy as a proposal for the decolonization of knowledge in education and resistance to contemporary challenges. Educação e Filosofia [online]. 2022, vol.36, n.77, pp.685-728.  Epub 29-Ene-2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n77a2022-55781.

Brazilian education is structured based on the coloniality of knowledge (QUIJANO, 2005) that permeates the history of our territory, determining a monoculture of the mind (SHIVA, 2003) in the way we understand the world. However, an education that has monocultural curricula at its core silences own and local thinking in different ways, leads to a subordinate relationship with knowledge. In view of the enormous challenges that the contemporary world in crisis has imposed, it is necessary that we rethink school curricula in order to promote a more meaningful education for the world to come. With this article, we aim to point out ways to deal with differences in the school context, redefining what is in fact “harmful” for today's world. We will analyze the relationship between the monoculture of mind and soil and the coloniality of knowledge, pointing out the potential of non-hegemonic knowledge to resist coloniality and its consequences. We will bring as a proposal a weed philosophy that seeks to learn from what was discarded and considered “harmful” by hegemonic knowledge, and that presents knowledge and strategies that allow us to resist contemporary challenges in a humanized way.

Palabras clave : Coloniality; Differences; Plurality; Human Rights; Monoculture.

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