Education post pandemic

decolonial proposals to combat dehumanization

Abstract

This article will reflect on decolonization in response to the phenomenon of dehumanization spelled out in the pandemic period. The imbroglio that guided this analysis was: to what extent does decoloniality contribute to cope with the dehumanization made explicit during the Covid-19 pandemic period? The theoretical framework was referenced in Laval (2004), Freire (1967, 2011, 2018) and Ballestrin (2013). The objectives are: (i) to present the impact of the Covid-19 pandemic on Brazilian Education; (ii) describe domination practices, made explicit in the pandemic period, which strengthened the maintenance of colonized subjectivities; (iii) emphasize the role of the decolonial perspective as a device for coping with oppressive reality. As a result of the research, we demonstrate the social inequality present in Education and the current dehumanizing culture; therefore, the decolonial proposition is viable for the restructuring of values.