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August 25, 2025Equity in Education & Society

Teaching Otherwise: Decolonial Pedagogies in Brazilian Language and Literature Classrooms

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Authors

EREduardo Silva RussellUniversidade Federal Fluminense

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Implication

Qualitative analysis reveals decolonial pedagogies promote epistemic justice in Brazilian classrooms, highlighting teacher agency and cultural diversity.

Key Points

Teachers promote epistemic justice by centering Black and Indigenous voices, and reconfiguring classroom space.
Key strategies include integrating Afro-Brazilian religiosity and embracing creativity and orality in teaching.
Grounded in decolonial theory and Freirean pedagogy, this study collects qualitative data from eleven teachers.
Findings highlight the transformative impact of teacher agency in resisting Eurocentric norms and envisioning educational reform.

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Eduardo Silva Russell (2025) studied this question.

synapsesocial.com/papers/68af63efad7bf08b1eae4bd3 https://doi.org/10.1177/27526461251371310

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Implication

Qualitative analysis reveals decolonial pedagogies promote epistemic justice in Brazilian classrooms, highlighting teacher agency and cultural diversity.

Teaching Otherwise: Decolonial Pedagogies in Brazilian Language and Literature Classrooms

Discussion

Member takes

Implication

Key Points

Cite This Study

Teaching Otherwise: Decolonial Pedagogies in Brazilian Language and Literature Classrooms

Discussion

Member takes

Implication

Key Points

Cite This Study

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