Education and decoloniality from Brazil

approximations between Dussel and Freire

Abstract

This bibliographic work brings together the studies of Paulo Freire and Enrique Dussel to think about education on the horizon of liberation, relating it to decoloniality, from Brazil. It problematizes the 'banking model of education' and the dehumanization processes naturalized in the curriculum. The domination praxis expressed in the curriculum and in the training of educators brings many challenges such as standardization, hierarchization, precariousness of teaching work, individualism in pedagogical decision-making processes. The article aims to promote reflection on the need to reorient the school curriculum, adopting a political, fair and humanizing pedagogical perspective in the formation of educators. In order to overcome obstacles, it is necessary to have a critical awareness of colonial and authoritarian experiences, understanding that a liberating and dialogical education is not restricted to the school curriculum or teacher training, it also proposes a more critical and democratic human formation, in which the dialectized knowledge and the students’ wisdom are respected and contribute to the construction of a more autonomous and fraternal society.