A EDUCAÇÃO DECOLONIAL E AS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO (TICs): Ressignificando saberes a partir da literatura negra nas escolas

Abstract

This research is based on an intersection between decolonial education, digital technologies, and black literature, emphasizing their importance in the contemporary educational context. Thus, it starts from a ratification that the school space still reproduces some Eurocentric practices that lead to the silencing of black and peripheral voices, outlining an idea of ​​​​resignification of the teaching and learning process. Thus, the main objective of this work was to investigate how the integration of Information and Communication Technologies (ICTs) with approaches to black literature can contribute to inclusive and socially engaged pedagogical practices. Accordingly, the methodology used was based on bibliographic paths, based on recent authors who discuss the theme of decoloniality, ICTs, and anti-racist education, the main ones being: Bento (2020); Costa (2020); Lima (2023) and others. Thus, the results support the understanding that the presence of ICTs in the school environment emerges as a potentialization around the circulation of black narratives, stimulating the protagonism of students and promoting a representative and critical education. Furthermore, it was possible to verify that the union of technologies and black literature brings as a possibility a rupture around the hegemonic curriculum, favoring students to recognize themselves within their respective black narratives. Finally, it is concluded that decolonial education, when integrated with ICTs and black literature, proliferates the transformation of the school into a space of resistance and identity resignification, contributing to the formation of students who are aware and committed to social justice.