Pathways to childhood education in the decolonial field

Abstract

This study presents a discussion about the marks left by colonizing education in Brazilian education, focusing on Early Childhood Education in the Countryside. To do so, it makes an investigative theoretical movement that presents reflections on Early Childhood Education in the Countryside as it articulates with the historical process of contradictions and denial of rights to children, and especially those who live in the countryside. The study is supported by the perspective of Dialectical Historical Materialism, since it identifies the historical contradictions in the movements for the consolidation of education as a constitutional right. Thus, supported by authors such as Freire (1991, 1997 and 1999), Quijano (2013), Mota Neto (2016, 2019), Barbosa (2014), among others who discuss decolonial education. The study proposes a decolonial approach to Early Childhood Education in the Countryside. The conclusion points to the possibility of changes and transformations, in addition to admitting significant advances, and movements that gain strength in the theoretical and practical field in the sense of building a Rural Early Childhood Education that recognizes the child from their social reality, their culture and, also, that their right to education be respected and ensured, in the place where they can experience their childhood in an emancipatory perspective.