Narrativas docentes: das trocas de pele à prática decolonial na educação básica

Abstract

This research is based on the following research question: which elements make up the narratives of decolonial pedagogical practices? We aimed to achieve many things, but our focus was to understand what can be accessed/felt/learned through the narratives of basic education professionals who carry out pedagogical practices that denounce/criticize colonialism. Using a qualitative and ontological approach, inspired by cartography, we used bibliographic research and conversation as research tools, as we understand that the latter can be a powerful bridge to connect realities and knowledge. The bibliographic research aimed to search for academic research that dealt with decolonial pedagogical practices in basic education, resulting in proposals/materials that can serve as inspiration/guidance. In the conversations, we invited two people who work in basic education, and I was the third participant, since my story, dialogue and experience as a teacher and researcher are present. We sought to access and map the elements that marked the trajectories towards the criticism of colonialism. The data analysis took the form of a conversation in which we dialogued with the narratives of the two invited people, reflecting on the crossings in their bodies-territories-teaching until their pedagogical practices were modified.