ANTI-RACIST EDUCATION: THEORETICAL FOUNDATIONS AND DECOLONIAL PATHS IN EDUCATIONAL TRAINING.

Abstract

Anti-racist education has emerged as an essential field in addressing historically produced ethnic-racial inequalities in Latin American societies. This article aims to analyze the theoretical, political, and pedagogical foundations of anti-racist education, highlighting its contributions to the construction of educational practices committed to social justice. This is a bibliographic research with a qualitative approach, exploratory nature, and deductive method, based on academic productions available in Google Scholar and Scielo databases. The study is grounded in authors who discuss critical racial literacy, decolonial epistemologies, and insurgent pedagogical practices in the Brazilian educational context. The results indicate that anti-racist education requires not only the inclusion of content on Afro-Brazilian history and culture, but also an epistemological, curricular, and methodological transformation that challenges Eurocentric foundations of knowledge. It is concluded that building an anti-racist education involves valuing marginalized knowledge, critical teacher training, and the effective implementation of public educational policies.