LATIN AMERICAN THINKING, ETHNIC-RACIAL EQUALITY AND HIGHER EDUCATION: REFLECTIONS ON THE TRAINING AND PEDAGOGICAL PRACTICE OF TEACHERS WORKING IN QUILOMBOLA SCHOOL EDUCATION IN TOCANTINS (BRAZIL)
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Abstract
The article aims to reflect on quilombola school education in the state of Tocantins (northern region of Brazil). The objective is to identify reflexes of the thinking of Anibal Quijano (2005), Edgardo Lander (2005) and Alejandro Moreno (2005), in the formation and pedagogical practice of teachers who work in schools where most subjects are quilombolas. The question we seek to answer is: to what extent does the school routine reflect the coloniality of power and the coloniality of knowledge preventing the implementation of quilombola school education, considered as a policy for the development of well-being? The study of theoretical and empirical nature approaches racism as a structural inequality that affects the formation and pedagogical practice of teachers. The legal framework for reflection is Resolution No. 8 of November 20, 2012 (BRAZIL, 2012).
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