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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Published: Aug 30, 2021
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Keywords: Latin American thinking. Quilombola school education. Tocantins. Brazil.

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Ana Lúcia Pereira

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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How to Cite
Pereira, A. L. (2021). 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). Journal of Black Brazilian Researchers Association, 13(37), 66–83. Retrieved from https://abpnrevista.org.br/site/article/view/1262
Issue
Vol. 13 No. 37 (2021): ABPN Magazine | June – August 2021 | Thematic Dossier: "Higher Education and Social Transformation: Decolonization and Racial Equality"
Section
Dossiê Temático

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