Decoloniality and comics

definitions and proposals for science education

Abstract

Comics are present in Science Education, whether in didactic materials or even in research in the area. With this presence, it is important to reflect on the discussions that this material promotes. One of the perspectives to be included in these discussions is decolonial theories. Decoloniality questions the patterns of power, domination, and repression arising from coloniality and its structuring axes. In addition, it promotes new practices and epistemologies with a view to changing the relations of domination. When decolonial practices are focused on education, there is what is called Decolonial Pedagogies. Comic Decoloniality occurs by inserting decolonial discussions in comics and their use for education. The present work conceptualizes and discusses the definition of Comic Decoloniality, as well as presents some comics with potential for the decolonial debate, proposing paths for a more democratic science education that promotes social and cognitive justice. The analysis of the comics demonstrates how it is possible to think from other matrices of knowledge, as a counterpoint to hegemonic thinking, enabling the insertion of these discussions in science education, also considering social transformations, which are a role of education.