Coloniality and decoloniality in education: expressions in the teaching of refugees and immigrants in the municipality of Blumenau-SC

Abstract

This study, deriving from a doctoral dissertation, aimed to investigate the pedagogical practices and challenges faced in the education of immigrants in Blumenau-SC, from the perspective of coloniality and decoloniality, while engaging with authors like Aníbal Quijano, Walter Mignolo, and Catherine Walsh, among others, to propose ways to break with the excluding logic and promote a pluralistic pedagogical practice. Through a critical analysis of eurocentric discourses present in education and the transformative potential of intercultural education, the study seeks to understand how schools can become spaces for the affirmation of human rights and the promotion of cultural diversity. The research adopts a descriptive qualitative approach, based on semi-structured interviews conducted with education professionals, as well as the analysis of official documents, such as regulatory frameworks and educational policies in the municipality. It also underscores
the importance of education in human rights and critical interculturality as a means to promote inclusion and social justice in the school environment. The conclusion is that, despite efforts to accommodate these students, educational practices in Blumenau still face significant challenges, strongly marked by structural racism, demanding a critical review of pedagogical practices in order to value and recognize the diverse cultures present in educational spaces, effectively promoting interculturality and education in human rights.