The history of professional education in Brazil from the theoretical perspective of decoloniality

Abstract

In light of the theoretical contribution of decoloniality, this article aims to analyze the writing of the History of Professional Education in Brazil and the colonialist influences present in its structuring. For this, use the methodologically, the literature review, contemplating the analyzes of important authors of the theme, such as Freire (1979), Ramos (2010, 2012), Antunes (2005), Kuenzer (1989, 1991), Saviani (2007) Dussel (1977, 1993), Quijano (2005) among others. In addition, the theoretical-methodological foundation contemplates essential questions to reflect on Eurocentric Modernity and to bring about the possibility of recognizing the history of Professional Education as representative of transformative social activities. This is because, in the process of historical development of professional and technological education, the clear and distinct separation of social classes and the degrading exploitation of labor in the context of capitalist relations. Therefore, it will be immersed in the complexity of educational dynamics, that this article presents important categories of analysis to think about work as an educational principle, as well as the implementation of emancipatory educational practices, signaling for the necessary reconstruction of the historical particularities of integrated professional education, human, democratic and polytechnic.