Acessibilidade / Reportar erro

Anthropology for Education: for a decolonization of thought

The article makes a comparative analysis of the colonial thought mechanisms and their resistance in the contemporary public policies through the fragmentary ideologies and multicultural practices. It shows how, by acting selectively over identitary mechanisms, they promote special and emergency actions which disregard the Law and feed upon the political and economical structural contradictions. It discusses the centrality of marginal groups in overcoming the dichotomic episteme of a colonial nature (identity/alterity, homogeneity/difference, hegemony/subalterneity, centre/periphery, development/ underdevelopment). It invites us to describe how the colonized and enslaved, migrants and refugees, fugitives and clandestines, indigenous people and indigents can articulate the act of overcoming the dramatic socioeconomical inequalities and the formal acquisition of rights already defined, with the redefinition and acknowledgement of new rights.

Decolonization; Identity; Violence; Multiculturalism; Citizenship.


Centro de Estudos Educação e Sociedade - Cedes Av. Berttrand Russel, 801 - Fac. de Educação - Anexo II - 1 andar - sala 2, CEP: 13083-865, +55 12 99162 5609, Fone / Fax: + 55 19 3521-6710 / 6708 - Campinas - SP - Brazil
E-mail: revistas.cedes@linceu.com.br