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Este artigo de revisão bibliográfica analisa a relação entre educação decolonial e sociedade líquida, destacando como fronteiras culturais, epistemológicas e sociais se entrelaçam e entram em conflito no contexto educacional contemporâneo. A sociedade líquida, conceito de Zygmunt Bauman, é marcada pela fluidez das relações e pela constante mutação das identidades, desafiando as práticas pedagógicas tradicionais. A educação decolonial, por outro lado, propõe a ruptura com estruturas de poder e a desestabilização de epistemologias hegemônicas que excluem saberes não ocidentais. Ao revisitar autores como Paulo Freire, bell hooks e outros, o artigo investiga como suas abordagens contribuem para repensar o ensino, promovendo a valorização da diversidade epistêmica. Argumenta-se que, mesmo em um cenário instável, a educação decolonial pode abrir caminhos para a emancipação e a reinvenção do espaço educativo.
This bibliographic review article analyzes the relationship between decolonial education and liquid society, emphasizing how cultural, epistemological, and social boundaries intertwine and come into conflict within the contemporary educational context. Liquid society, a concept developed by Zygmunt Bauman, is characterized by the fluidity of relationships and the constant transformation of identities, which presents significant challenges for conventional pedagogical practices. Decolonial education, in turn, proposes to question power structures and destabilize hegemonic epistemologies that marginalize non-Western knowledge. By revisiting the contributions of authors such as Paulo Freire, bell hooks, and others, the article examines how these perspectives can contribute to rethinking teaching from a pluralistic logic. It is argued that, despite the instability, decolonial education offers possibilities for emancipation and the reconfiguration of the educational space.
This bibliographic review article analyzes the relationship between decolonial education and liquid society, emphasizing how cultural, epistemological, and social boundaries intertwine and come into conflict within the contemporary educational context. Liquid society, a concept developed by Zygmunt Bauman, is characterized by the fluidity of relationships and the constant transformation of identities, which presents significant challenges for conventional pedagogical practices. Decolonial education, in turn, proposes to question power structures and destabilize hegemonic epistemologies that marginalize non-Western knowledge. By revisiting the contributions of authors such as Paulo Freire, bell hooks, and others, the article examines how these perspectives can contribute to rethinking teaching from a pluralistic logic. It is argued that, despite the instability, decolonial education offers possibilities for emancipation and the reconfiguration of the educational space.
Descrição
Palavras-chave
educação decolonial sociedade líquida colisões epistemológicas Decolonial education Liquid Society Epistemological collisions
Contexto Educativo
Citação
Editora
SkillsResearch
Licença CC
Sem licença CC