Decolonial Thought in Childhood Studies

Critical and Post-Critical Epistemologies

Bibliographic Data

ID5868419
AuthorsAlessandro Da Silva Soares (0000-0002-4056-1203, Universidade Federal de Minas Gerais), Tânia Aretuza Ambrizi Gebara (0000-0002-4646-3460, Universidade Federal de Minas Gerais), Lucas Ramos Martins (0000-0002-7027-5312, Universidade Estadual de Minas Gerais, Brazil)
Year2024
Volume40
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducação em Revista (JOURNAL)
Journal identifiersISSN: 0102-4698 • E-ISSN: 1982-6621
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/0102-469846401t
OpenAlexW4402132486
LanguageEN
References cited8

The paper discusses how decolonial thinking appears in the database of childhood studies composed of dissertations, theses, and complete works of the Working Groups (GTs) presented at ANPEd National Meetings and scientific papers in Qualis A1 journals. This study is characterized as meta-research, that is, research on research in a field and/or area of study, and aims to indicate approaches, focuses, perspectives, and analytical models. The debate on the decolonization of research is followed by the presentation of 11 authors (0.48% of the production) who deal with decolonial thinking in a total of 2,246 cataloged works. As a result, the low presence of decolonial thinking in childhood studies is indicated and three thematic fields emerge for further research at the interface with critical and post-critical epistemologies: 1) critical decolonial thinking, childhoods and inequalities; 2) decolonial thinking, multiculturalism, childhoods and diversities; and 3) postcolonial thinking, post-critical paradigms and contemporary childhoods

Critical theory · Critical thought · Epistemology · Sociology · Critical Race Theory in Education · Latin American and Latino Studies · Philosophy · Psychology · Race, Identity, and Education in Brazil

Tools

Open DOIOpen Access