Educação do campo na perspectiva do viver e (re) pensar decolonial

Abstract

The purpose of this paper is to understand questions about (de)coloniality from sentipensante intellectuals to project how one might think the rural education in the present day in the perspective of living and (re)thinking decolonial. In this sense, decoloniality emerges as a movement of extreme importance to think of solutions to combat policies that meet the interests and needs of the Brazilian peasantry. To elucidate the issues related to living and (re)thinking decolonial, we analyzed excerpts from statements of some participants of the IV colloquium latin american coloniality / decoloniality "of power, knowledge and being" held in Salvador in April 2018. The statements analysed were from Catherine Walsh, Joselita Santos, Andreia Oliveira and Faiga Moreira. In order to understand the meaning of them we use a critical posture capable of seeing the contradictions existing in the model of political organization of society, anchored with the thought of theoreticians such as Miguel Arroyo (2005), Aníbal Quijano (2005), Frantz Fanon Walter Mignolo (2008), Catherine Walsh (2013) and others.