Resumen

OLIVEIRA, Roberto Dalmo Varallo Lima de  y  SALGADO, Stephanie Di Chiara. Education in Human Rights and Teaching of Science in interface with Decolonial Turn’s theory: an analysis. Ensino em Re-Vista [online]. 2020, vol.27, n.2, pp.698-726.  Epub 17-Ago-2020. ISSN 1983-1730.  https://doi.org/10.14393/er-v27n2a2020-14.

This article seeks to establish a reflection based on the question: Can we find decolonial principles in proposals that relate Education in Sciences with Human Rights? To do so, we first sought to present the Modernity / Coloniality / Decoloniality (MCD) group. Then, the proposals elaborated by Oliveira and Queiroz (2013, 2015, 2017) on Education in Sciences from the perspective of Human Rights Education were analyzed, pointing out to which senses they have converged or diverged with the decolonial theoretical formulations. Based on the analyses, we conclude that there are possible dialogues to be established between fields at stake. Since the works of Oliveira and Queiroz stand politically alongside those who have been historically marginalized, fomenting the construction of a counter-hegemonic education. Despite that, the authors do not directly confront the school education model, and this would be one of the frontiers to be broken for a decolonial practice.

Palabras clave : Human Rigths Education; Decolonial turn; Science Education.

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