Gênero, "raça" e educação: em defesa de uma abordagem decolonial do currículo escolar e das práticas pedagógicas

Abstract

The phallocentric discourse is still very alive in Brazilian society. This vividness is one of the reflections of historical, social, and cultural processes, in which different bodies meet, regulated in a matrix of male/heterosexual/reproductive/white/Christian power that produces inequalities. Thus, this article aims to problematize the relationships between the school curriculum, gender, and 'race' from a decolonial perspective. To do so, and inspired by the essayistic method, we analyze the studies of authors who relate the curriculum, the coloniality of power, and the construction of gender as the production of a society that reaffirms exclusionary values. We understand that school practices need to contextualize the reality we experience and, above all, tension historical, social, and cultural processes that construct and regulate different subjectivities. We point to the decolonization of the school curriculum and investment in discussions that intersect the social analysis category of 'gender' with markers of differences in 'race', class, and sexuality as a way forward.