<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782020000300203</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n54.17319</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SENTIDOS SOCIAIS PARA A EDUCAÇÃO BRASILEIRA A PARTIR DO PENSAMENTO DECOLONIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL MEANINGS OF BRAZILIAN EDUCATION UNDER A DECOLONIAL PERSPECTIVE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dantas]]></surname>
<given-names><![CDATA[Adriana Santiago Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<numero>54</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782020000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782020000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782020000300203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa discutir os sentidos sociais da educação formal na perspectiva decolonial a partir do conceito de colonialidade do poder, propondo uma atualização do conceito para o contexto brasileiro. Isso implica pensar a educação brasileira considerando as questões raciais como estruturantes das desigualdades sociais desde o tempo da Colônia. A colonização luso-hispânica, que foi caracterizada pela exploração e genocídio dos povos nativos, pela expropriação de suas terras e pelo sequestro de africanos para o trabalho escravizado nas terras então apropriadas, pode ser considerada o principal exemplo de marca distintiva a diferenciar os sentidos sociais da educação latino-americana da europeia. Isso parece ocorrer devido a fatores estruturantes próprios aos quais os diferentes continentes foram submetidos, criando lacunas sobre os sentidos sociais dessa educação, quando analisadas sem as devidas diferenciações. A revisão da literatura foi utilizada como principal metodologia para a discussão do tema proposto, por meio da qual pode-se concluir que, desde o tempo colonial, a separação entre escola privada e escola pública já apontava para um recorte mais profundo das desigualdades sociais, em que as questões econômicas e raciais estavam envolvidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the social meanings of formal education under a decolonial perspective based on the concept of coloniality of power, proposing an update to the concept for the Brazilian context. This implies thinking Brazilian education considering the racial issues as structing social inequalities since colonial times. Luso-Hispanic colonization, which was characterized by the exploitation and genocide of native people, the expropriation from their lands, and the kidnapping of Africans for slave work in those lands, can be considered as the main example of the distinctive marks that can distinguish the social meanings of Latin-American education from the European ones. This is due to the specific structuring factors to which different continents were submitted, leading to gaps on the social meanings of education when these are analyzed without considering those differences. We used a literature review methodology to conclude that, since colonial times, the separation between private and public school already pointed to a deeper social inequality, involving economic and racial issues.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Colonialidade do poder]]></kwd>
<kwd lng="pt"><![CDATA[Educação brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Escola privada]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento decolonial.]]></kwd>
<kwd lng="en"><![CDATA[Coloniality of power]]></kwd>
<kwd lng="en"><![CDATA[Brazilian education]]></kwd>
<kwd lng="en"><![CDATA[Private school]]></kwd>
<kwd lng="en"><![CDATA[Public school]]></kwd>
<kwd lng="en"><![CDATA[Decolonial thought.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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