<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792023000100200</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.12042</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DECOLONIZAR O POVO PARA DESCOLONIZAR OS SISTEMAS DE EDUCAÇÃO: ENTRE AS FISSURAS E SEMEADURAS]]></article-title>
<article-title xml:lang="en"><![CDATA[DECOLONIZE THE PEOPLE TO DECOLONIZE EDUCATION SYSTEMS: BETWEEN THE CRACKS AND SEEDING]]></article-title>
<article-title xml:lang="es"><![CDATA[DECOLONIZAR EL PUEBLO PARA DESCOLONIZAR LOS SISTEMAS EDUCATIVOS: ENTRE GRIETAS Y SIEMBRAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Angelo Dantas de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Antônio Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hetkowski]]></surname>
<given-names><![CDATA[Tânia Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia, UNEB  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado da Bahia, UNEB  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este ensaio tem como objetivo refletir sobre as proposições epistemológicas acerca dos sistemas-mundo polarizados e simplistas, da racionalidade cientifica moderna ocidental, do pensamento ideológico eurocentrado e do modelo colonizador e capitalista que escraviza corpos, mentes, trajetórias e existências dos povos originários da Abya Yala, como os latinos americanos e os africanos. Por outro lado, este escrito tece contextos históricos de rupturas e desconstruções, que compõem as complexas realidades emergentes da América Latina, insurgentes de antíteses analíticas e constitutivas de outros olhares que apontam, teoricamente, à constituição de outras epistemologias do sul, subvertendo o olhar eurocêntrico e provocando fissuras no status quo da cientificidade hegemônica. Nesse interim, indagamos: a partir dessa perspectiva de ruptura epistêmica é possível decolonizar os sujeitos sociais como uma forma de descolonizar os sistemas econômicos e educacionais? Como efetivar epistemologias decoloniais em práticas descolonias? Este ensaio brinda o leitor com obras e conceitos estruturantes sobre colonialidade e colonização e traz potenciais reflexões sobre os sistemas educacionais em uma perspectiva decolonial, a partir da liberdade, da esperança, da re-existência e por um outro mundo possível.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This essay aims to reflect on epistemological propositions about polarized and simplistic, from western modern scientific rationality, the eurocentric ideological thinking, and the colonizing and capitalist model that scrutinizes bodies, minds, trajectories, and existences of the indigenous peoples of Abya Yala, like Latin Americans and Africans. On the other hand, this writing weaves historical contexts of ruptures and deconstructions, which make up the complex emerging realities of Latin America, insurgents of analytical and constitutive antitheses of other views that point, theoretically, to the constitution of other epistemologies of the south, subverting the eurocentric gaze and provoking fissures in the status quo of hegemonic scientism. In the meantime, we inquired: from this perspective of epistemic rupture is it possible to decolonize social subjects as a way of decolonizing economic and educational systems? How to make decolonial epistemologies be effective in decolonial practices? This essay weaves works and structuring concepts about coloniality and colonization, about world-system, and it brings potential reflections on educational systems from a decolonial perspective, from freedom, hope, and for another possible world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este ensayo tiene como objetivo reflexionar sobre las proposiciones epistemológicas acerca de los sistemas mundiales polarizados y simplistas, de la racionalidad científica occidental moderna, del pensamiento ideológico eurocéntrico y el modelo colonizador y capitalista que esclaviza cuerpos, mentes, trayectorias y existencias de los pueblos originarios de Abya Yala, como los latinoamericanos y africanos. Sin embargo, este escrito teje contextos históricos de rupturas y deconstrucciones, que configuran las complejas realidades emergentes de América Latina, insurgentes de antítesis analíticas y constitutivas de otras miradas que apuntan, teóricamente, a la constitución de otras epistemologías del sur, subvirtiendo la mirada eurocéntrica y provocando grietas en el status quo de la cientificidad hegemónica. Mientras, preguntamos acerca de la perspectiva de una ruptura epistémica: ¿es posible decolonizar a los sujetos sociales como una forma de descolonizar los sistemas económicos y educativos? ¿Cómo implementar epistemologías decoloniales en prácticas descoloniales? Este ensayo presenta al lector obras y conceptos estructurantes sobre la colonialidad y la colonización y trae reflexiones potenciales sobre los sistemas educativos en una perspectiva decolonial, a partir de la libertad, la esperanza, la reexistencia y por otro mundo posible.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[epistemologias]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[descolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[epistemologies]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="en"><![CDATA[descoloniality]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[epistemologías]]></kwd>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[descolonialidad]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
