Premises-force for thinking about decolonial research in education ; Premisas-fuerza para pensar la investigación decolonial en educación ; Premissas-força para se pensar a pesquisa decolonial em educação

The article starts from the assumption of decoloniality as a political field of struggle and resistance to (re)think research and education. Therefore, we propose an epistemological turn in opposition to the modern reason for doing research and thinking about the educational field. Thus, it seeks to problematize, in a seductive way, the ways of producing knowledge based on modern science in order to carry out the analysis of a given social reality within a Eurocentric logic. The article is in the form of an essay based on decolonial and intellectual authors that precede decoloniality as a research praxis, but that focus on experiences and ways of being, living, resisting and insurging in Latin America. From this perspective, we seek to defend decoloniality as a reason (theory) and attitude (method), starting from premises-force that emerge from different contexts of Latin American society, that is, through the organization of social, popular movements, of native peoples and of politically and socially engaged intellectuals against all forms of oppression and subordination produced by the world-system, especially the educational field. Thus, it is expected to collaborate for an epistemological turn in decolonial research in education, whose understanding is only possible and constructed through the opening and recognition of the speech/listening/denouncement of these movements that are part of Latin America, being, therefore, an important link decolonization of academia and education itself being, therefore, an important link decolonization of academia and education. ; El artículo parte de la asunción de la decolonialidad como campo político de lucha y resistencia para (re)pensar la investigación y la educación. Por ello, proponemos un giro epistemológico en oposición a la razón moderna de investigar y pensar el campo educativo. Así, busca problematizar, de manera seductora, las formas de producir conocimiento a partir de la ciencia moderna para llevar a cabo el análisis de una determinada realidad social dentro ...