Decolonial practices at an institution specializing in visual impairment and the samba circle as a pedagogical tool

Abstract

This experiential report aims to highlight decolonial practices adopted by two teacher-researchers within an institution specialized in visual impairment. The study emerged from the unfolding and culmination of pedagogical actions carried out in the History course, using samba-enredo as a pedagogical tool in the classroom. The theoretical framework of this article was guided by: a) the studies of Quijano (2005) on analyzing the elements of the "Coloniality of Power" present in society and the production of knowledge; b) the studies of relevance of its potential as a pedagogical tool in the classroom. The culmination of this project sparked critical thinking among students with visual impairments regarding the History content, as samba-enredo songs are familiar to their territories of origin and belonging in the state of Rio de Janeiro. Finally, the study aimed to highlight, within this Special Education school space, the "Samba Schools" as institutions filled with historical and cultural significance. Such elements are essential for the construction of a decolonial curriculum and an education that promotes a break with Eurocentric knowledge legitimized as universal.