<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000200572</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i2p572-588</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação pós-pandemia:]]></article-title>
<article-title xml:lang="en"><![CDATA[Education post pandemic:]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación después de la pandemia:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MANTOVANI]]></surname>
<given-names><![CDATA[José Pascoal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UMESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>572</fpage>
<lpage>588</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000200572&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000200572&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000200572&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo reflete sobre a decolonização como resposta ao fenômeno de desumanização manifestado no período de pandemia. O imbróglio que pautou essa análise foi: em que medida a decolonialidade contribui para o enfrentamento da desumanização evidenciada no período da pandemia da Covid-19? O referencial teórico está fundamentado em Laval (2004), Freire (1967, 2011, 2018) e Ballestrin (2013). Os objetivos são: (i) apresentar o impacto da pandemia da Covid-19 na educação brasileira; (ii) descrever práticas de dominação, explicitadas no período pandêmico, as quais fortaleceram a manutenção de subjetividades colonizadas; (iii) enfatizar o papel da perspectiva decolonial como dispositivo de enfrentamento da realidade opressiva. Como resultados da pesquisa, demonstramos a desigualdade social presente na educação e a cultura desumanizadora vigente; logo, a proposição decolonial é viável para a reestruturação de valores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article will reflect on decolonization in response to the phenomenon of dehumanization spelled out in the pandemic period. The imbroglio that guided this analysis was: to what extent does decoloniality contribute to cope with the dehumanization made explicit during the Covid-19 pandemic period? The theoretical framework was referenced inLaval (2004),Freire (1967,2011,2018) andBallestrin (2013). The objectives are: (i) to present the impact of the Covid-19 pandemic on Brazilian Education; (ii) describe domination practices, made explicit in the pandemic period, which strengthened the maintenance of colonized subjectivities; (iii) emphasize the role of the decolonial perspective as a device for coping with oppressive reality. As a result of the research, we demonstrate the social inequality present in Education and the current dehumanizing culture; therefore, the decolonial proposition is viable for the restructuring of values.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo reflexionará sobre la descolonización en respuesta al fenómeno de la deshumanización que se enunció en el período pandémico. El embrollo que guió este análisis fue: ¿en qué medida la descolonialidad contribuye al enfrentamiento de la deshumanización explicitada durante el período de la pandemia del Covid-19? El marco teórico fue referenciado enLaval (2004),Freire (1967,2011,2018) yBallestrin (2013). Los objetivos son: (i) presentar el impacto de la pandemia Covid-19 en la educación brasileña; (ii) describir prácticas de dominación, explicitadas en el período pandémico, que fortalecieron el mantenimiento de subjetividades colonizadas; (iii) enfatizar el papel de la perspectiva descolonial como un dispositivo para hacer frente a la realidad opresiva. Como resultado de la investigación, demostramos la desigualdad social presente en la Educación y la cultura deshumanizante actual; por tanto, la proposición descolonial es viable para la reestructuración de valores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[filosofia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[desumanização]]></kwd>
<kwd lng="en"><![CDATA[philosophy]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[decolonial]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[dehumanization]]></kwd>
<kwd lng="es"><![CDATA[filosofía, educación]]></kwd>
<kwd lng="es"><![CDATA[decolonial]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[deshumanización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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