Decolonial thinking, which emerged in the early years of the 21st century, seeks to problematize the colonial issue in its multiple aspects, proposing the deconstruction of Eurocentric hegemony and the overcoming of all types of oppression and domination, not only in cultural, political, and economic aspects but also on what concerns gender and ethnicity.
In the field of education, this approach contributes to a critical view of the colonial process, to the decolonisation of knowledge, and to the rescue and valorisation of knowledge, production, and topics related to native peoples and countries considered peripheral.
In addition to what is developed in the classroom, the decolonial perspective can also be present in the performance of school leaders, whether in the training of teachers or actions and projects carried out in the school environment.
Check out the experiences of two professionals who work with this concept:
Ruan Nunes, English language teacher, who worked with monitoring interns and teacher training in language schools and the municipal network of Rio de Janeiro (RJ)
Ivanilma de Oliveira Gama, substitute head at the library of the Federal Centre for Technological Education Celso Suckow da Fonseca (Cefet-RJ), in Rio de Janeiro, Itaguaí campus