Decolonial thinking as a strategy to face structural racism in the school context

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DOI:

https://doi.org/10.5212/PraxEduc.v.16.15355.055

Abstract

This article, of a theoretical nature, seeks to problematize conceptual approaches to breaking with the epistemic silencing in the teaching space regarding Afro-Brazilian culture and history in the school space, from the political-legal confrontation. The process of social inferiorization of the black population is discussed under the conceptual of racism proposed by Almeida (2018), by placing it in structural conditions of society. As an epistemological alternative, we bring Paulo Freire's cultural synthesis (2005) relating decolonial thinking to anti-racist teaching. These theoretical constructs are capable of presenting alternatives to face the dynamics of racism and its forms of manifestation in the school space. In reaction to the breakdown of phenomena that built the situations and conditions of structural racism in Brazil, legal provisions such as Laws 10.639 / 03 and 11.645 / 08 seek to curb racism institutionally reproduced at school.

Keywords: Structural racism., Decolonial thought. Anti-racist teaching.

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Author Biographies

  • Patricia Lorena Raposo, Universidade do Estado do Rio Grande do Norte

    Licenciada em Ciências Sociais pela Universidade do Estado do Rio Grande do Norte (UERN). Mestranda no Programa de Pós-Graduação em Ensino (PPGE), da UERN/campus Pau dos Ferros. Docente da rede de ensino pública do Estado do Rio Grande do Norte, município Apodi-RN.

  • Roberta Santos de Almeida, Universidade do Estado do Rio Grande do Norte

    Mestranda no Programa de Pós-graduação em Ensino (PPGE)  da Universidade do Estado do Rio Grade do Norte (UERN)/ Campus Avançado de Pau dos Ferros RN (CAPF). 

    Membro do Nucleo de Estudos em Educação (NEED/UERN/CAPF)

    Bacharel em Direito pela FIP - FACULDADES INTEGRADAS DE PATOS - PB

    Instrutora de cursos de formação continuada promovidos pela PMPb - Policia Militar da Paraiba

  • Simone Cabral Marinho dos Santos, Universidade do Estado do Rio Grande do Norte

    Doutora em Ciencias Sociais pela Universidade Federal do Rio Grande do Norte (UFRN), Docente do Departamento de Educação e dos Programas de Pós-Graduação em Ensino (PPGE) e Planejamento e Dinamicas Territoriais no Semiárido (PLANDITES), da universidade do Estado do Rio Grande do Norte (UERN)/ Campus avançado de Pau dos Ferros - RN (CAPF), Líder do Núcleo de Estudos em Educação (NEEd) e membro do Grupo de Estudos e Pesquisa em Planejamento do Processo de Ensino-Aprendizagem (GEPPE) e do Núcleo de Extensão em Educação em Direitos Humanos (NUEDH/UERN/CAMEAM), Membro da Rede Interdisciplinar insterinstitucional Exito Escolar, Empoderamento e Ascensão Social (RIEAS) E Vice- Presidenta da Rede Internacional Interdisciplinar de Pesquisadores em Desenvolvimento de Territórios (REDE-TER).

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Published

2021-05-07

Issue

Vol. 16 (2021): Publicação contínua

Section

Artigos

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How to Cite

Decolonial thinking as a strategy to face structural racism in the school context. Práxis Educativa, [S. l.], v. 16, p. 19, 2021. DOI: 10.5212/PraxEduc.v.16.15355.055. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/15355. Acesso em: 2 jun. 2026.