Estudos decoloniais : para transgredir epistemologias hegemônicas no ensino das artes visuais

Abstract

This work analyzes the historical factors and current sociocultural conditions that determine the construction of hegemonic narratives and epistemologies in order to potentiate the need to transgress these narratives and epistemologies of the north in the teaching of visual arts from the decolonial studies. The methodology of the bibliographic review was chosen. The focus of historical research was modernity constituted from the institution of a colonizing civilization project resulting in the coloniality of power, being and knowledge. In the decolonial studies proposed by the group Modernity/Coloniality, decoloniality as an option to transcend hegemonic narratives and epistemologies were sought. And, also from the place of speech, we sought to justify that sociocultural conditions contribute to the continuity of these narratives. It seeks to understand the school and the academy as places of maintenance of power from colonization that need to be decolonized. Finally, we propose an intercultural and decolonial visual arts teaching for the construction of new educational narratives (sic).