ANDRADE, A. C.; http://lattes.cnpq.br/1001831894773659; ANDRADE, Arthur Cardoso de.
Resumen:
Postcolonial and decolonial theories, by problematizing Western epistemologies, have driven
researchers to identify traces of colonialism and coloniality present in research, teaching, and
learning practices within educational institutions at all levels. However, decolonial thought goes
beyond observation, demanding the development of resistance practices that foster critical
stances against the alienation imposed by coloniality. This study aims to investigate the
relationship between the field of educational research in Brazil and decoloniality, analyzing
what academic productions propose based on this concept. The reflections were guided by an
interpretivist analysis, seeking to understand how decoloniality relates to academic productions
in education and problematizing the data in light of the theoretical and practical contributions
of this thought. Through an integrative review, scientific articles and essays in the field of
education were collected from national databases, addressing topics related to the concept of
decoloniality. The results were organized into three dimensions: technical aspects
(classification and location of journals), thematic aspects, and methodological aspects. It was
found that most studies are concentrated in high-impact journals predominantly from the
Southeast region of Brazil, with a significant number of theoretical essays. The thematic
analysis resulted in two main categories: Decoloniality as a Theoretical Foundation and
Decoloniality as a Proposal for Transformation, divided into six subcategories: Decoloniality
as a foundation for reflecting on identities, knowledge, and practices historically oppressed by
colonialism and coloniality; Decoloniality in intersection with other critical theories;
Decoloniality as a basis for analyzing contemporary educational, political, and economic
challenges; Decoloniality as a proposal for re-signifying knowledge in the face of current social,
political, and economic challenges; Decoloniality as an alternative paradigm for the production
of educational knowledge; and Decoloniality as a re-signification of pedagogical and teaching
practices. The literature review revealed significant epistemological and political disputes,
highlighting the emergence of new epistemological and pedagogical possibilities. It was
identified that most studies are theoretical in nature, reflecting the emerging character of the
theme, while empirical studies, though still in their early stages, demonstrate progress by
integrating identity categories and ethical-political commitments into educational research
practices. Decoloniality, by proposing a plural education rooted in lived experiences and
contexts, affirms diversity as a transformative force and points to pathways for emancipatory
and liberatory education.
