Contra-hegemonic memories and education for ethnico-racial relations: decolonial practices in peripheral contexts

Abstract

Our research perspective is influenced by the possibility of dialectical analyzes in the plane of simultaneity and this work starts from an approach that recognizes epistemological coexistence in the face of the social, political and cultural history of marginalized sectors such as Afro-descendant populations in Brazil and Ecuador. Aligned with the presupposition of the decoloniality of knowledge and Education for ethno-racial relations, we deal with other educational praxis in non-formal contexts of education this time from the Museum of the tide and the Afro-Andean Documentary Fund. Centrality gains processes of epistemological reorientation as legacy for the curricula practiced in contexts of invisibilization of subalternized knowledge. We advocate other "twists" and other perceptions about collective memory based on a comparative perspective, and recognize the production as another way of making memory (s), an indispensable piece in the social and political struggle, assuming against narratives and other forms of insurgency.