Decolonialidade e pesquisa em educação: uma revisão integrativa de produções acadêmicas no Brasil.

Abstract

Postcolonial and decolonial theories, by problematizing Western epistemologies, have driven researchers to identify traces of colonialism and coloniality present in research, teaching, and learning practices within educational institutions at all levels. However, decolonial thought goes beyond observation, demanding the development of resistance practices that foster critical stances against the alienation imposed by coloniality. This study aims to investigate the relationship between the field of educational research in Brazil and decoloniality, analyzing what academic productions propose based on this concept. The reflections were guided by an interpretivist analysis, seeking to understand how decoloniality relates to academic productions in education and problematizing the data in light of the theoretical and practical contributions of this thought. Through an integrative review, scientific articles and essays in the field of education were collected from national databases, addressing topics related to the concept of decoloniality. The results were organized into three dimensions: technical aspects (classification and location of journals), thematic aspects, and methodological aspects. It was found that most studies are concentrated in high-impact journals predominantly from the Southeast region of Brazil, with a significant number of theoretical essays. The thematic analysis resulted in two main categories: Decoloniality as a Theoretical Foundation and Decoloniality as a Proposal for Transformation, divided into six subcategories: Decoloniality as a foundation for reflecting on identities, knowledge, and practices historically oppressed by colonialism and coloniality; Decoloniality in intersection with other critical theories; Decoloniality as a basis for analyzing contemporary educational, political, and economic challenges; Decoloniality as a proposal for re-signifying knowledge in the face of current social, political, and economic challenges; Decoloniality as an alternative paradigm for the production of educational knowledge; and Decoloniality as a re-signification of pedagogical and teaching practices. The literature review revealed significant epistemological and political disputes, highlighting the emergence of new epistemological and pedagogical possibilities. It was identified that most studies are theoretical in nature, reflecting the emerging character of the theme, while empirical studies, though still in their early stages, demonstrate progress by integrating identity categories and ethical-political commitments into educational research practices. Decoloniality, by proposing a plural education rooted in lived experiences and contexts, affirms diversity as a transformative force and points to pathways for emancipatory and liberatory education.