Romper com a colonialidade e educar para a liberdade: um estudo sobre o novo “anormal”
The article discusses a pedagogical action developed during the initial months of the pandemic of Covid-19 in 2020 in a public Middle School in poor areas of Porto Velho, capital of Rondônia in north of Brazil. The methodology is based on the concepts of black feminism of Audre Lorde (2019a, 2019b),...
| Autores: | , , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal do Ceará (UFC) |
| Repositório: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Idioma: | português |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/65747 |
| Acesso em linha: | http://www.repositorio.ufc.br/handle/riufc/65747 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Interseccionalidade Decolonialidade Ensino remoto Intersectionality Decolonial studies Remote learning Interseccionalidad Decolonialidad Enseñanza remota |
| Resumo: | The article discusses a pedagogical action developed during the initial months of the pandemic of Covid-19 in 2020 in a public Middle School in poor areas of Porto Velho, capital of Rondônia in north of Brazil. The methodology is based on the concepts of black feminism of Audre Lorde (2019a, 2019b), bell hooks (2017), Conceição Evaristo (2014) e Lélia Gonzales (2020) and it is also articulated with narratives of the teachers who has participated in a pedagogic program of training. The findings show an epistemological and social apartheid based on the racial division of the school spaces, which tends to reinforce the differences and inequality due to pedagogical practices. |
|---|