Historical education, decolonial thought and post-colonial theory

consonances, new propositions and perspectives

Abstract

This paper intends to observe possibilities of fostering the perspectives of dialogue between decolonial thought and post-colonial theory with the area of Historical Education, in extensions and approaches. In this sense, to think from a dialogical perspective. In this regard, concepts from the spectrum of Historical Education are envisioned, in line with the insurgencies of the individual for access to hegemonic and power spaces. It is intended to reflect on the possibility of expanding emancipatory experiences in historical reflection. Such perspectives are seen in the face of what is called the “hegemonic history” optics, which had claimed to be universalist. In short, thinking historically and adopting a dialogue that values not solipsism, but the plural relationship between epistemes.