Direito fundamental à educação de qualidade: a pedagogia dos multiletramentos e o pensamento decolonial diante das diferenças

Abstract

This article seeks to discuss the effectiveness of the fundamental right to a quality education, given the recognition of differences in classrooms. Although schools traditionally provide a uniform and allegedly egalitarian education, it is necessary to consider the multiplicities inherent to the students. In this sense, we present the Pedagogy of Multiliteracies and the decolonial thinking as possible approaches to deal with differences in the school environment. Through the deductive method, we identify the premises of the two movements and analyze the possibility of reconciliation between them. Thus, we conclude by the compatibility and, in particular, by the complementarity of the two approaches, enabling the construction of an intercultural education project, which recognizes and problematizes the differences. In this process, the teacher plays a fundamental role, as articulator of the learning contents with the students' repertoire and with the local cultures. In this way, it becomes possible to accomplish the fundamental right to a quality education, through the incorporation of the multiliteracies and the decolonial critical reflection, which allows a meaningful and contextualized teaching-learning process.