(De)civiliza-te: formação de professores de História e Ciências Sociais na Colômbia: tensões, complexidades e possibilidades decoloniais

Abstract

This dissertation discusses History and Social Sciences teachers education programs in Colombia with a focus on colonialism and decoloniality, historical and historiographical construction processes in Latin America that carry in their wake the burden of the colonization process, making this element the main responsible for the civilizing advance of nation states. However, the historical reality demonstrates that colonization and the slave system survive, mainly, in History teacher education. There was a need to link these findings to teacher education and, consequently, teaching about Latin America, Colonialism and Coloniality, in the current Colombian scenario. It is proposed, as a general objective, to analyze the processes and conflicts of higher education of History teachers in Colombia with a focus on colonialism and decoloniality and, as specific objectives, to characterize teacher education through the history of national educational legislation and its conflicts with the field of social sciences; identify, in the Colombian context, critical decolonial learning in History teacher education programs and characterize Latin American historical and historiographical thinking, critical thinking towards Eurocentrism and the historical process of coloniality among students, teachers and coordinators of History teachers education programs in Colombia, aiming at the possibility of decolonial History teaching. This is an exploratory research under a qualitative approach, instrumentalized by documental analysis and interviews. This is an exploratory research under a qualitative approach, instrumentalized by documental analysis and interviews. As for the data from historical and historiographical sources in the teaching of History, the analysis potentiality of the coloniality of the power-to-know-to-be is perceived in connection with the thought of Critical Discourse Analysis (CDA). As for the data from historical and historiographical sources in the teaching of History, the analysis potentiality of the coloniality of the power-to-know-to-be. It has been investigated how History teacher education takes place in Colombia, as well as the conceptions in the training process about colonialism and coloniality, seeking to deepen the process of transformation of critical references for History teachers education programs, History in Colombia and, consequently, in Latin America.