Processos educacionais e o pensamento decolonial: possíveis diretrizes de uma educação para além do pomar

Abstract

This thesis intends to develop possible guidelines based on educational processes and decolonial thinking aimed at an education beyond the orchard, through a literature review supported by epistemological and philosophical foundations of decoloniality in education. It consists of a research problem that emerged with the following question: what horizons can be presented from the educational processes and decolonial thinking for an Education beyond the orchard, having the Campos de Cima da Serra region, in the state of RS, as the starting point? Considering this, the investigation has the general objective of elaborating possible guidelines based on educational processes and decolonial thinking aimed at an education beyond the orchard. This proposition outlined an investigative route with reference to the following specific objectives: to present the processes of the researcher?s formation and the genesis of the research object; reflections on neoliberalism and its influences on the process of domination and economics of education in the light of international organizations and the processes of coloniality experienced in Latin America and its relations with educational processes; analyze the transcendence between educational processes and decolonial thinking as foundations for conceiving an education beyond the orchard; elaborate a proposal with possible guidelines for an education beyond the orchard. The use of the metaphor beyond the orchard is presented from the perspective of a school that raises future prospects for students, with the aim of liberating them from market orchards engendered by an exploratory and colonizing system. An education beyond the orchard envisages a school from a decolonizing perspective as the possibility of allowing students what they want to be, providing them with means to see other ways of life, beyond the places that limit dreams. In view of the above, a bibliographical and documentary research is carried out based on Boneti (2021, 2016, 2021), Fanon (1965), Freire (1987, 2001, 1989, 1994, 1967, 1977, 2000), González Casanova (2022), Lamosa (2020), Mignolo (2020), Quijano (2010, 2014), Santos and Meneses (2010), Santos (2010, 2006, 2019, 2022), among others, supporting and providing indicators of an emancipation from coloniality possibilities. [resumo fornecido pelo autor]