Educação inclusiva e decolonialidade : relações possíveis

Abstract

Decolonizing inclusive education is a critical invitation to reconsider the dominant European ideas about social justice, equity, human rights, and equal opportunities, which have been shaped by colonial reasoning. This perspective challenges the hegemony of colonial thought by seeking to reframe educational structures that perpetuate inequalities and exclusions. By recognizing and valuing the diverse voices and experiences of all students, particularly those historically marginalized, this approach proposes a model of social justice that reflects the diversity and complexity of contemporary societies. This research investigates the relationship between Inclusion and Decoloniality, analyzing how decolonial inflection discussions contribute to rethinking Inclusive Education. Specifically, it examines how the conceptual categories of decolonial inflection, such as coloniality of being, knowing, and power, and decolonial pedagogy, can help to build a new perspective on the discussion of inclusive education. Additionally, it explores the relationships between inclusive education categories and their potential to conceptualize the idea of border thinking, that is, how decoloniality helps to recognize practices of resistance and insurgency with a focus on special education. The research employs an integrative bibliographic review, allowing for the inclusion of theoretical and empirical studies, as well as various methodological approaches, to provide a comprehensive understanding of the topic. This approach is suitable for integrating concepts from different fields, such as education, disability studies, sociology, and philosophy.