Collaborator

Lattes: http://lattes.cnpq.br/7006752768658988

Luiz Fernandes de Oliveira holds a degree in Sociology from the Università degli Studi di Roma Tre (1998), a specialization in African History and the History of Black People in Brazil from UCAM (2004), a master’s degree in Social Sciences from the State University of Rio de Janeiro (2002), a Ph.D. in Brazilian Education from PUC-Rio (2010), and a postdoctoral degree in Social Sciences from UFES (2021). He is an Associate Professor III in the Department of Rural Education, Social Movements, and Diversity, in the Bachelor’s Program in Rural Education at the Institute of Education of UFRRJ. His research focuses on Racial Relations and Decolonial Pedagogy. His main areas of expertise include Racial Relations and Education, Anti-Racist Didactics, and Decolonial Pedagogy.

RESEARCH LINE

• Line 3: Ethnic-Racial and Gender Education: Languages and Afro-Diasporic Studies

RESEARCH GROUP

• Research Group on Public Policies, Social Movements, and Cultures

RESEARCH PROJECTS

• Academic Production on Modernity/Coloniality in Brazilian Education
  Coordinator: Luiz Fernandes de Oliveira

Description: Over the past decade, a group of Latin American intellectuals from various fields of knowledge has been studied and discussed in Brazil, engaging with multiple research efforts, particularly in education. These scholars are known as decolonial intellectuals. The term decolonial emerges from a theoretical perspective proposed by these authors, which critically examines modern capitalist structures from the standpoint of subalternized groups. Within this framework, their work seeks to construct a critical and transdisciplinary theoretical project, functioning as both an intellectual and political force to challenge the dominant Eurocentric academic perspectives on historical and social knowledge production.

This network of scholars is referred to by Arturo Escobar (2003) as the Modernity/Coloniality (MC) research group. One of the key epistemological propositions of the MC group is the critique of the geopolitics of knowledge, which is understood as a modular strategy of modernity. This strategy has simultaneously asserted its theories, knowledge, and paradigms as universal truths while silencing and rendering invisible those who produce alternative forms of knowledge and histories. According to many of these scholars, this very process has constituted modernity, whose roots lie in coloniality. Implicit in this perspective is the assertion that coloniality is an intrinsic component of modernity, which cannot be fully understood without considering its colonial legacy and the ethnic hierarchies produced by modern/colonial power structures.

This research project aims to map academic production related to the Modernity/Coloniality theoretical framework by analyzing master’s dissertations and doctoral theses, as well as publications in the SciELO database, graduate education journals, and the proceedings of ANPED (National Association of Graduate Studies and Research in Education). The study employs a qualitative methodology with quantitative elements, incorporating bibliographic reviews, data organization, classification, and analysis based on the State of the Art or State of Knowledge approach. However, this research extends beyond a mere bibliographic survey or compilation of texts for reference. By employing key concepts as descriptors, the study seeks to analyze how these works engage with the Modernity/Coloniality perspective, examining its thematic and disciplinary intersections in the field of education. This analytical approach enables an understanding of how this theoretical framework has contributed to Brazilian educational thought and serves as a foundation for future research.