Decolonial movements in rural teacher's training: resistance to the segregated knowledge pattern

Abstract

The year of 2020 is the milestone of a decade since the implementation of the Rural Education Policy, also known as Procampo, which was enacted through Decree n. 7.352, from November 4, 2010. This policy, as victory of social movements, is changing university spacetimes, territorialities and the daily lives of rural communities. Therefore, it summarizes the counter-hegemonic struggle for different educational rights, for the emancipation of teaching practices and for schools and communities’ autonomy. Based on such elements, the aim of the present article is to present autobiographical narratives according to which students and teachers rescue different decolonial movements observed in academic training as the very outcome of experiences built on Interdisciplinary Degree in Rural Education at Fluminense Federal University (UFF). The narratives highlight that Rural Education breaks up with the Eurocentric view of knowledge in order to acknowledge the richness of different knowledge fields, identities, and students’ historical and epistemic place with a colonial scene that denies differences to the detriment of submission practices. In order to face such reality, the narratives point out that the Rural Education proposes decolonial movements – as prevailing feature in teachers’ training – focused on coping with, as well as on resisting and repairing historical violence imposed by the coloniality.

Keywords

• coloniality
• decolonial theory
• popular education
• social movements
• rural education
• community