Other educational horizons, paths tracked by decolonial pedagogy:

a systematic literature review

Abstract

In order to think about pedagogies that combat coloniality, it is necessary to problematize, face, challenge and resist the different types of colonial domination and oppression that surround daily existence. With these incitements, for the elaboration of the doctoral thesis in progress – of which this systematic literature review (RSL) is part –, we know that, before starting an academic research, it is necessary to know the state of the art of its object through from RSL. Thus, in this study, the general objective is to describe and analyze theses and dissertations produced between 2010 and 2020 in the context of decolonial pedagogies, to answer the research question, “what has the scientific literature been producing about decolonial pedagogies in recent years?”. We use decolonial epistemology as a theoretical framework and a quantitative approach from a methodological point of view. Data were obtained through Google Scholar, Theses and Dissertations Bank of Capes/MEC, Brazilian Digital Library of Theses and Dissertations, using the descriptor “decolonial pedagogy”. As a result, we highlight the growth of research in this area, the temporal regularity of both theses and dissertations, an imbalance between methodological approaches, the diversity of instruments for data collection; the main form of analysis used was the one that articulates the data collected with the theoretical framework and the profusion of analytical categories.