Critical Decolonial Interculturality as an analytical lens for the Espaço de Bitita

Abstract

This article examines, through the lens of Critical Decolonial Interculturality, selected educational practices at the São Paulo municipal school EMEF Espaço de Bitita, internationally recognized for its effective inclusion of migrant students. The ethnography, conducted between 2019 and 2021, highlights how the school implemented intercultural and decolonial approaches in a context of cultural diversity and social challenges amid the pandemic. The diversity present in Brazilian schools, further intensified by migratory flows, demands educational practices that respond to the challenges posed by social inequalities and the colonial legacy. Espaço de Bitita stands out for initiatives such as the projects Escola Apropriada, Rádio de Bitita, Discutindo gênero para uma cultura de paz, and the Roteiros de Aprendizagem, which incorporate elements of migrant cultures into the curriculum, fostering an inclusive and respectful environment. The ethnography draws on Modernity/Coloniality Theory and Critical Decolonial Interculturality to analyze how the institution challenges colonial power structures through its actions and initiatives. During the study, the school faced challenges such as flooding and the Covid-19 pandemic, revealing the complexity of implementing a just education within a context of structural inequalities. The research contributes to the Anthropology of Education by offering insights into how schools can value cultural diversity and contest colonial structures. The ethnographic experience demonstrated that critical intercultural education not only acknowledges diversity but also seeks to transform power relations, promoting a more equitable and democratic society. Bitita exemplifies how innovative educational practices can emerge in response to challenges, advancing inclusive and culturally responsive education.