O PROBLEMA DO PENSAMENTO IDENTITÁRIO NO PARADIGMA PEDAGOGICO DA OPÇÃO DECOLONIAL.
DOI:
https://doi.org/10.5944/reec.46.2025.40880Palavras-chave:
Educação comparada, decolonial, identidade, colonialismoResumo
Este artigo analisa o problema que o pensamento identitário implica para a abordagem pedagógica da opção decolonial. Em primeiro lugar, é feita uma abordagem aos pressupostos teóricos que articulam o paradigma decolonial, prestando especial atenção à filosofia pós-humanista, à viragem ontológica e à crise ecológica no contexto do Antropoceno. Posteriormente, a abordagem decolonial situa-se no caminho que apresenta no campo específico da educação comparada. O foco está em três problemas do pensamento identitário, são eles: a) a assunção de posições privilegiadas; b) o reforço do quadro humanista colonial e c) a concepção essencialista da identidade como início e fim do pensamento. Para conceituar esses problemas numa perspectiva crítica, tomamos como referência noções centrais da obra de Theodor Adorno. A sua ideia de pensamento não identitário é de grande relevância nos meios de comunicação que consideram que a promoção da identidade está mais ligada a processos de adaptação do que a dinâmicas de resistência.
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