ABSTRACT
This article proposes to reflect on some effects of colonialist persistence in education. Putting into question the cultural hegemony imposed by Eurocentrism, which is intrinsically racist, and reproduced in educational institutions, some of its implications in the teaching/learning process and sociability of students in basic education in public schools in Brazil were analyzed. Therefore, we trace some of the lines of force that constitute and sustain the current educational logic, from the dialogue with Gregório Baremblitt, René Lourau and Michel Foucault, as well as scholars of the impacts of violent colonization processes, such as Frantz Fanon, Anibal Quijano, Catherine Walsh, Vera Candau and Paulo Freire, and also authors who deal with the historiography of public education in Brazil, such as Gaudêncio Frigotto. This analysis triggers the coloniality that constitutes our school education, contributing to the overcoming of individualizing psychological approaches in the school environment.
Keywords:
coloniality; school; school psychology