ABSTRACT:
The power of coloniality and modernity are constituted by the colonization movements of America, their bases are intrinsic to urbanocentrism, which is built on the aegis of civility, and based on the constructions of dichotomies between urban-superior and rural-inferior. In this historical process the people of the countryside suffered and suffer the colonial wound through the coloniality of power, knowledge, being and Nature. Ways of subordination of countryside’s people are structured, delegitimizing them of epistemic, economic, cultural and social enunciation at the constitution of Brazil. This reflects on construction of Brazilian school education, which has always been under the urban / colonial / modern sieve, (re) producing relationships of inferiority among the rural women and men, having its marks from the constitution of colonial education to the current republic - that was called here as Coloniality of education. In these paths there were and there are resistance moviments, such as the Countryside Education Moviment, characterized as an insurgent decolonial phenomenon starred by the people and social movements of the countryside, and that has enunciated alternative epistemologies in the confrontation and resistance to colonial violence. It is emergent the strengthening of practices, knowledge and experiences of this decolonial project of education, which has the potential to develop new epistemologies, ontologies and forms of institutional and non-institutional education
Keywords:
coloniality; urbancentrismo; rural education; field education; decoloniality