Eduardo Oliveira Miranda, Wallace dos Santos de Moraes

DECOLONIALIDADE AFRO-BRASILEIRA É COMPROMETIMENTO E ENFRENTAMENTO

Introduction

Decolonialidade afro-brasileira É comprometimento e enfrentamento. Explore a decolonialidade afro-brasileira, seu compromisso e enfrentamento. Artigo baseado em pesquisa de doutorado sobre educação decolonial e epistemologias africanas.

Abstract

A tessitura deste artigo resulta de uma live no Youtube realizada durante o período da pandemia da Covid-19. Durante o diálogo tive a oportunidade de apresentar o meu livro Corpo-território e Educação Decolonial: proposições afro-brasileiras na invenção da docência, o qual resulta da pesquisa de doutoramento em Educação e traz na base da construção as epistemologias das diásporas africanas.

Review

This article, titled "Afro-Brazilian Decoloniality is Commitment and Confrontation," immediately signals a timely and critically engaged intervention into decolonial studies, specifically from an Afro-Brazilian perspective. The abstract intriguing reveals the article's genesis from a YouTube live event during the COVID-19 pandemic, where the author presented their doctoral research-based book, "Body-territory and Decolonial Education: Afro-Brazilian propositions in the invention of teaching." This unique origin points to a contemporary, publicly engaged approach to scholarship, bridging academic rigor with accessible dialogue, and positioning the work firmly within the epistemologies of African diasporas. The explicit focus on "commitment" and "confrontation" in the title further underscores the article's potentially active and politically charged contribution to the field. A significant strength of this proposed work lies in its explicit grounding in Afro-Brazilian epistemologies and its conceptual framework drawing from "body-territory" and the "invention of teaching." This promises a vital and situated contribution to decolonial education, moving beyond Eurocentric paradigms to offer original propositions rooted in specific diasporic experiences. The connection between extensive doctoral research and its presentation in a public, live forum suggests a commitment to knowledge dissemination and critical engagement beyond traditional academic boundaries, which is particularly commendable. The emphasis on "commitment" and "confrontation" further suggests a theoretically robust and practically oriented piece that is not afraid to challenge established norms and advocate for transformative pedagogical practices. While the abstract provides a compelling overview, further clarity would enhance the article's impact. Given its origin from a live event and the presentation of a previously published book, the article must clearly delineate its *original contribution* to the academic discourse. Is it a direct transcript, an analytical reflection on the live discussion, an elaboration of a specific chapter or concept from the book, or a new argument building upon the book's foundations? Additionally, specifying the methodological approach used to transform a live dialogue into a structured academic article would be beneficial. Articulating the precise "propositions" and how they contribute to the "invention of teaching" would also help readers understand the innovative scope of this potentially significant work.

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