Reflections About Decolonial Pedagogy as an Epistemic Rupture for the Teaching of Racial Ethnic Relations

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Raimundo Sousa Magalhães
Raimundo Sousa Magalhães
2
Josenildo Campos Brussio
Josenildo Campos Brussio

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The need to break with the monoculture of an epistemology of knowledge produced and transmitted within the Brazilian educational environment requires the urgency of an epistemic rupture that is dominant and has colonial bases. Based on this, this article proposes a change in practices based on an epistemic rupture with decoloniality as the educational principle to be addressed and incorporated in Brazilian education to overcome inequalities, elucidating the need for and importance of this paradigm for the teaching of race-ethnic relations for the valorization of African history and culture. For this, this article at first deduces how the coloniality/modernity was established to invalidate all knowledge not belonging to Europe, advancing to the importance of educational policies aimed at education for ethno-racial relations exposing a criticism of the production of knowledge in the university, leading to the notes towards the construction of a decolonial pedagogy based on transgression, freedom, and criticality.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Raimundo Sousa Magalhães. 2026. \u201cReflections About Decolonial Pedagogy as an Epistemic Rupture for the Teaching of Racial Ethnic Relations\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 23 (GJHSS Volume 23 Issue G5): .

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Ethnic education and scholarly research on ethnic-related pedagogy in teaching and learning.
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GJHSS Volume 23 Issue G5
Pg. 75- 84
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FoR: 1303
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v1.2

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June 26, 2023

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English

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The need to break with the monoculture of an epistemology of knowledge produced and transmitted within the Brazilian educational environment requires the urgency of an epistemic rupture that is dominant and has colonial bases. Based on this, this article proposes a change in practices based on an epistemic rupture with decoloniality as the educational principle to be addressed and incorporated in Brazilian education to overcome inequalities, elucidating the need for and importance of this paradigm for the teaching of race-ethnic relations for the valorization of African history and culture. For this, this article at first deduces how the coloniality/modernity was established to invalidate all knowledge not belonging to Europe, advancing to the importance of educational policies aimed at education for ethno-racial relations exposing a criticism of the production of knowledge in the university, leading to the notes towards the construction of a decolonial pedagogy based on transgression, freedom, and criticality.

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Reflections About Decolonial Pedagogy as an Epistemic Rupture for the Teaching of Racial Ethnic Relations

Raimundo Sousa Magalhães
Raimundo Sousa Magalhães
Josenildo Campos Brussio
Josenildo Campos Brussio

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