Outros na escola e a escola dos outros: contestações à colonialidade da educação

Abstract

From the analysis of data from recently completed investigation and in dialogue with Itamar Vieira Juniors’ (2019) book, Torto Arado, we intend in this article to analyze the contestations or fissures to the coloniality of education caused by the resistant and insurgent presences of persons made Others at school context. This is a reflection subsidized by the anti-colonial perspectives that allow us to denounce the historical and contemporary alignment between formal education and the colonial project, but also to announce the necessity and viability of decolonizing the school decolonization. Under this perspective, in the present text, the testimonies of the research persons – which, to some extent, meet with the school experience of one of the protagonists of Torto Arado (VIEIRA JÚNIOR, 2019), Belonísia – lead us to conclude that, under the emancipa-tory perspective, it is imperative and urgent that school education be decolonized and, therefore, transformed, from the recognition of the persons made Others, of their knowledge and cultures.