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xmlns:w16se="http://schemas.microsoft.com/office/word/2015/wordml/symex" xmlns:wpg="http://schemas.microsoft.com/office/word/2010/wordprocessingGroup" xmlns:wpi="http://schemas.microsoft.com/office/word/2010/wordprocessingInk" xmlns:wne="http://schemas.microsoft.com/office/word/2006/wordml" xmlns:wps="http://schemas.microsoft.com/office/word/2010/wordprocessingShape" mc:Ignorable="w14 w15 w16se w16cid w16 w16cex w16sdtdh wp14"><w:body><w:p w14:paraId="3DB0D495" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="388" w:line="276" w:lineRule="auto"/><w:ind w:left="73" w:right="0" w:hanging="10"/><w:jc w:val="center"/><w:rPr><w:b/><w:sz w:val="32"/><w:szCs w:val="32"/></w:rPr></w:pPr><w:bookmarkStart w:id="0" w:name="_heading=h.sxr74adllrvv" w:colFirst="0" w:colLast="0"/><w:bookmarkEnd w:id="0"/><w:r><w:rPr><w:b/><w:sz w:val="32"/><w:szCs w:val="32"/></w:rPr><w:t>EDUCAÇÃO DECOLONIAL E O ENSINO DA SOCIOLOGIA NOS PAÍSES AFRICANOS DE LÍNGUA OFICIAL PORTUGUESA (</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:b/><w:sz w:val="32"/><w:szCs w:val="32"/></w:rPr><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:b/><w:sz w:val="32"/><w:szCs w:val="32"/></w:rPr><w:t>)</w:t></w:r><w:r><w:rPr><w:b/><w:sz w:val="32"/><w:szCs w:val="32"/></w:rPr><w:br/></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>Decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>Education</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>and</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>the</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>teaching</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>of</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>Sociology</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> in </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>Portuguese-Speaking</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t xml:space="preserve"> African Countries (</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr><w:t>)</w:t></w:r></w:p><w:p w14:paraId="43D81BCB" w14:textId="74535D5A" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="606" w:line="276" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/><w:jc w:val="right"/><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr></w:pPr><w:r><w:rPr><w:b/></w:rPr><w:t>Rodrigo de Souza Pain</w:t></w:r><w:r w:rsidR="009B6D9C" w:rsidRPr="009B6D9C"><w:rPr><w:rStyle w:val="Refdenotaderodap"/><w:b/></w:rPr><w:footnoteReference w:customMarkFollows="1" w:id="1"/><w:sym w:font="Symbol" w:char="F02A"/></w:r><w:r><w:rPr><w:b/></w:rPr><w:br/><w:t>Rodrigo de Assis Fernandes</w:t></w:r><w:r w:rsidR="009B6D9C" w:rsidRPr="009B6D9C"><w:rPr><w:rStyle w:val="Refdenotaderodap"/><w:b/></w:rPr><w:footnoteReference w:customMarkFollows="1" w:id="2"/><w:sym w:font="Symbol" w:char="F02A"/></w:r></w:p><w:p w14:paraId="54AF060C" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:spacing w:after="5" w:line="259" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr></w:pPr><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>RESUMO</w:t></w:r></w:p><w:p w14:paraId="5987E941" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="258" w:line="264" w:lineRule="auto"/><w:ind w:left="-15" w:right="0" w:firstLine="0"/><w:rPr><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr></w:pPr><w:r><w:t>O presente trabalho aponta para alguns dos desafios enfrentados pelos Países Africanos de Língua Oficial Portuguesa (PALOPS) na consolidação da Sociologia como área do conhecimento relevante, seja no âmbito universitário ou escolar. Para isso utilizaremos de algumas das poucas bibliografias sobre a temática, como também entrevistas com docentes e estudantes africanos. Nesses jovens países, a Universidade e essa área do conhecimento são novas e carecem de institucionalidade. A falta de investimento por parte do Estado, a precária estrutura, a dificuldade de cooperação acadêmica e entraves linguísticos dificultam ainda mais o processo. É importante buscar sinergia entre os países, com trocas de experiência e cooperação internacional - inclusive com o Brasil -, e também entre docentes e estudantes na luta pela disciplina.</w:t></w:r></w:p><w:p w14:paraId="4E0C35DC" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="232" w:line="264" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:rPr><w:sz w:val="28"/><w:szCs w:val="28"/></w:rPr></w:pPr><w:r><w:rPr><w:b/></w:rPr><w:t>Palavras-chave</w:t></w:r><w:r><w:t>: Sociologia; PALOPS; Universidade; Decolonialidade; Cooperação.</w:t></w:r></w:p><w:p w14:paraId="457B0B31" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:spacing w:after="5" w:line="259" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/><w:sz w:val="28"/><w:szCs w:val="28"/><w:lang w:val="en-US"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:b/><w:color w:val="000000"/><w:lang w:val="en-US"/></w:rPr><w:t>ABSTRACT</w:t></w:r></w:p><w:p w14:paraId="1C694193" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="258" w:line="264" w:lineRule="auto"/><w:ind w:left="-15" w:right="0" w:firstLine="0"/><w:rPr><w:sz w:val="28"/><w:szCs w:val="28"/><w:lang w:val="en-US"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve">In the present paper </w:t></w:r><w:proofErr w:type="gramStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t>highlights</w:t></w:r><w:proofErr w:type="gramEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve"> some of the challenges faced by the Portuguese-Speaking African Countries (PALOPs) in consolidating Sociology as a relevant field of knowledge, whether at the university or school level. To do so, we will draw on some of the scarce literature on the subject, as well as interviews with African educators and students. In these young countries, the university and this field of knowledge are new and lack institutional support. The lack of investment from the state, the precarious infrastructure, the difficulty of academic cooperation, and linguistic barriers further hinder the process. It is important to seek synergy among the countries, with exchanges of experience and international cooperation – including with Brazil – and also among educators and students in the struggle for the discipline.</w:t></w:r></w:p><w:p w14:paraId="0D057807" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="395" w:line="264" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:rPr><w:lang w:val="en-US"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:b/><w:lang w:val="en-US"/></w:rPr><w:lastRenderedPageBreak/><w:t>Keywords</w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t>: Sociology; PALOPs (Portuguese-Speaking African Countries); University; Decoloniality; Cooperation.</w:t></w:r></w:p><w:p w14:paraId="25DA4CEE" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:tabs><w:tab w:val="center" w:pos="450"/><w:tab w:val="center" w:pos="1553"/></w:tabs><w:spacing w:after="149" w:line="259" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:color w:val="000000"/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="en-US"/></w:rPr><w:tab/></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>1.</w:t></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:tab/><w:t>INTRODUÇÃO</w:t></w:r></w:p><w:p w14:paraId="42C61CA1" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15"/></w:pPr><w:r><w:t>As Ciências Sociais na África têm desempenhado um papel crucial no entendimento e na análise das dinâmicas sociais, políticas, culturais e econômicas presentes no continente. A rica diversidade étnica, linguística e cultural da África, aliada às complexidades históricas e contemporâneas, faz com que as Ciências Sociais desempenhem um papel vital na contextualização e interpretação das experiências africanas.</w:t></w:r></w:p><w:p w14:paraId="454521FB" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="0"/></w:pPr><w:r><w:t xml:space="preserve">Nosso método foi a investigação científica com revisão bibliográfica e entrevistas (estruturadas e não estruturadas) com discentes e docentes dos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>.</w:t></w:r></w:p><w:p w14:paraId="08357DB1" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="0"/></w:pPr><w:r><w:t>A Sociologia é uma área do conhecimento nova nos jovens Países Africanos de Língua Oficial Portuguesa (</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>), que também teve a criação das universidades como algo bem recente. O seu desenvolvimento passa, imperiosamente, buscando a cooperação com outros países. O Brasil, com língua e o passado em comum, deveria ser um ator privilegiado nessa cooperação, mas não é isso que se percebe.</w:t></w:r></w:p><w:p w14:paraId="0723AB2C" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="3"/></w:pPr><w:r><w:t xml:space="preserve">Apesar do estágio dessa área estar em contextos diferentes entre os países, percebe-se problemas e desafios em comuns. A experiência brasileira no campo da Sociologia, principalmente no que diz respeito à institucionalização, seja no contexto universitário ou escolar, pode servir de estímulo e impulso no desenvolvimento das Ciências Sociais nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>.</w:t></w:r></w:p><w:p w14:paraId="7E6A6F7A" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="5"/></w:pPr><w:r><w:t xml:space="preserve">O pensamento </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> nos inspira na produção do artigo, pois critica a perspectiva da modernidade do conhecimento atrelada unicamente ao pensamento eurocêntrico ou estadunidense. Países latinos e africanos não são considerados interlocutores relevantes na construção do saber. O trabalho se insere no combate à monocultura do conhecimento. É necessário legitimar e dar voz a outros saberes. Democratizar o conhecimento. Desconstruir a educação. É dessa maneira que o pensamento </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> busca derrubar a </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> do saber, que se mantém com o desprezo pelo conhecimento dos povos oprimidos e historicamente marginalizados no Brasil e em África. Está na “ecologia dos saberes”, para trazer o conceito do autor português Boaventura Sousa Santos, o diálogo entre os vários conhecimentos que podem ser considerados importantes para os avanços das lutas sociais. Com isso, busca-se as epistemologias do Sul, que podem ser definidas como um conjunto de conhecimentos produzidos e validados com base “nas experiências de todos os grupos sociais que têm sido sistematicamente vítimas da injustiça, da opressão e da destruição” (SANTOS, 2019, p. 17) causada, entre outros fatores, pelo colonialismo.</w:t></w:r></w:p><w:p w14:paraId="544399E0" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="1"/></w:pPr><w:r><w:lastRenderedPageBreak/><w:t xml:space="preserve">Na primeira parte do trabalho a ênfase será na Trajetória da institucionalização do Ensino de Sociologia no Brasil, com breves palavras sobre o processo e suas dificuldades. Em seguida, as adversidades em desenvolver a Sociologia nos Países Africanos de Língua Oficial Portuguesa. Essa área do conhecimento é nova nesses países, e carece de maior institucionalidade. Questões como infraestrutura, financiamento, perseguições, </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> do saber, entre outros aspectos estarão presentes. Em seguida, a reflexão sobre a decolonialidade no contexto africano. Inspirados em intelectuais como Paulo Freire e Frantz </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Fanon</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">, os autores </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decoloniais</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> apontam a necessidade de se produzir conhecimento com o olhar da África e do africano, evitando assim a continuação de uma </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> que pensa o continente e sua gente com a visão colonialista eurocêntrica.</w:t></w:r></w:p><w:p w14:paraId="4072F846" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="120"/><w:ind w:left="-17" w:right="11" w:firstLine="709"/></w:pPr><w:r><w:t xml:space="preserve">As perspectivas da Sociologia nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> estão na próxima parte do trabalho. Nesse ponto do artigo, aponto resultados das investigações, com possíveis caminhos a seguir para o desenvolvimento dessa importante área do conhecimento. E por fim aponto a criação do Núcleo de Estudos Afro-Brasileiro de Ensino de Sociologia e sua importância como instrumento que pode auxiliar no desenvolvimento e cooperação dessa área do conhecimento entre os países.</w:t></w:r></w:p><w:p w14:paraId="15AB5D5D" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="120"/><w:ind w:right="0" w:firstLine="0"/><w:jc w:val="left"/></w:pPr><w:r><w:rPr><w:b/></w:rPr><w:t>2. TRAJETÓRIA DA INSTITUCIONALIZAÇÃO DO ENSINO DE SOCIOLOGIA NO BRASIL: BREVES PALAVRAS</w:t></w:r></w:p><w:p w14:paraId="6A297AA5" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="147"/><w:ind w:left="-15"/></w:pPr><w:r><w:t xml:space="preserve">Pensar na formação do futuro professor de Sociologia no país é refletir sobre o complexo caminho que essa área do conhecimento trilhou até aqui. Existem diversas cronologias para as duas principais dimensões da história das Ciências Sociais/Sociologia no Brasil: da formação dos profissionais e da disciplina nas escolas de Educação Básica, sobretudo no Ensino Médio. Considera-se, como salienta a socióloga </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Ileizi</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Silva, que esses aspectos se complementam e ajudam a demarcar a trajetória no campo de análise (SILVA, 2010).</w:t></w:r></w:p><w:p w14:paraId="5452FF2E" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="1"/></w:pPr><w:r><w:t xml:space="preserve">É possível afirmar que as idas e vindas da Sociologia nos currículos das escolas brasileiras constituem interessante objeto de estudo e dizem muito sobre a atualidade da disciplina. As primeiras propostas para a inclusão da nova área de conhecimento couberam a Benjamin Constant, então ministro de Floriano Peixoto, em 1891. Indicado para Ministro da Educação, Constant apresentou um Plano Nacional para o setor que previa como obrigatória em todas as escolas do Ensino Médio o ensino de Sociologia (CARVALHO, 2004). Na disciplina intitulada “Sociologia e Moral” com grande influência positivista. No entanto, tal proposta ficou restrita aos papéis, sem jamais ter sido implantada de maneira efetiva (interessante refletir que a primeira cadeira de </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t>Sociologia só foi criada em 1887, na Universidade de Bourdeaux, com o jovem Émile Durkheim a assumir). A proposta foi descartada após sua morte.</w:t></w:r></w:p><w:p w14:paraId="0F146F7D" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="0"/></w:pPr><w:r><w:t>O período entre 1925 e 1945 é considerado como a época de ouro da disciplina. Em 1925, a Reforma Rocha Vaz aponta para a Sociologia como obrigatória no tradicional Colégio Pedro II e o professor responsável para lecioná-la foi Delgado de Carvalho Obrigatória no sexto ano do curso complementar de Ciências e Letras. Apesar de ter nascido na França, o importante docente tinha pai brasileiro. Sua formação intelectual ocorreu naquele país europeu, na prestigiada Escola de Ciências Políticas de Paris- Suas obras enriqueceram o campo da Geografia da época, a saber: “Geografia do Brasil” (1913), “Meteorologia do Brasil” (1916), “</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Geographia</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> do Brasil” (1923). Ainda no contexto da Reforma, a disciplina passou a fazer parte de maneira obrigatória do currículo das Escolas Normais do Rio de Janeiro e do Recife. No caso da capital pernambucana, destaca-se a iniciativa de Gilberto Freyre.</w:t></w:r></w:p><w:p w14:paraId="1E05D7D8" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="1"/></w:pPr><w:r><w:t xml:space="preserve">Em 1931, no início da Era Vargas, a Reforma Francisco Campos torna a disciplina obrigatória em todos os cursos do nível complementar. Amplia assim a Sociologia em nível secundário, indo além das Escolas Normais. Buscava-se oferecer uma formação mais humanista aos estudantes (CARVALHO, 2004), com a procura da identidade nacional tão pensada naquele contexto, e também com a inspiração em todo ideal de modernidade pelo qual o Brasil passava. Segundo Flávio </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Sarandy</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> (2004), foi nas escolas normais, e também de preparação para o ingresso em cursos superiores, que surgiram os primeiros esforços de sistematização do pensamento sociológico por meio de manuais destinados ao ensino da nova disciplina.</w:t></w:r></w:p><w:p w14:paraId="61362D3E" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="0"/></w:pPr><w:r><w:t xml:space="preserve">Por estar presente nos diferentes níveis de ensino (Escola Normal, Ensino Secundário e Ensino Superior), nesse momento importante de implementação da Sociologia, diversos manuais e livros foram utilizados para seu ensino. Fernando Azevedo e Amaral Fontoura foram dois autores que se destacaram nesse período de ouro da Sociologia. Suas obras trouxeram o debate entre dois grupos de intelectuais, os </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>escolanovistas</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> (da Escola Nova progressista) e católicos. Azevedo trazia ideias de Durkheim, tais como o fato social, a importância da educação moral e a definição científica da Sociologia. Também abordava autores brasileiros como Sílvio Romero e Delgado de Carvalho. Já Fontoura, por outro lado, pensava em uma “Educação Renovada”, diferente da “Escola Nova”, como a modernização dos métodos sem alterar o poder da Igreja Católica no campo educacional (CIGALES; ENGERROFF, 2018).</w:t></w:r></w:p><w:p w14:paraId="76729111" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:tabs><w:tab w:val="center" w:pos="820"/><w:tab w:val="center" w:pos="1232"/><w:tab w:val="center" w:pos="1813"/><w:tab w:val="center" w:pos="2455"/><w:tab w:val="center" w:pos="2880"/><w:tab w:val="center" w:pos="3518"/><w:tab w:val="center" w:pos="4639"/><w:tab w:val="center" w:pos="5394"/><w:tab w:val="center" w:pos="6063"/><w:tab w:val="center" w:pos="6793"/><w:tab w:val="center" w:pos="7570"/><w:tab w:val="center" w:pos="8500"/><w:tab w:val="right" w:pos="9026"/></w:tabs><w:spacing w:after="149" w:line="360" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/></w:pPr><w:r><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr><w:tab/></w:r><w:r><w:t>Em</w:t></w:r><w:r><w:tab/><w:t>1942,</w:t></w:r><w:r><w:tab/><w:t xml:space="preserve">com a </w:t></w:r><w:r><w:tab/><w:t>Reforma</w:t></w:r><w:r><w:tab/><w:t xml:space="preserve"> Capanema, a</w:t></w:r><w:r><w:tab/><w:t xml:space="preserve"> disciplina</w:t></w:r><w:r><w:tab/><w:t>de</w:t></w:r><w:r><w:tab/><w:t>Sociologia</w:t></w:r><w:r><w:tab/><w:t xml:space="preserve"> perde</w:t></w:r><w:r><w:tab/><w:t xml:space="preserve"> a obrigatoriedade no Ensino Médio das escolas brasileiras, e fica relegada apenas às Escolas Normais de formação de </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t>professores a partir de 1946. Por outro lado, é possível assistir, no período de 1942 e 1964, à ampliação de cursos universitários de Sociologia e dos centros de pesquisa criados pelos governos federal e estadual e por agências internacionais (SILVA, 2010). Em junho de 1954 é realizado o primeiro Congresso Brasileiro de Sociologia organizado pela Sociedade Brasileira de Sociologia (SBS). É o momento da consolidação da área no ensino superior justamente no período de enfraquecimento da disciplina no ensino secundário.</w:t></w:r></w:p><w:p w14:paraId="24342872" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="9"/></w:pPr><w:r><w:t>Em 1964, com o golpe civil-militar, e a imposição da ideologia militar autoritária, foram retirados todos os resquícios da Sociologia nas escolas médias do país. Professores e estudantes veem-se perseguidos. São criadas disciplinas com o propósito de substituir a Sociologia e a Filosofia: o caso de Organização Social e Política Brasileira (OSPB) e de Educação Moral e Cívica, ambas se tornando obrigatórias no currículo por meio do decreto-lei 869 de 1969.</w:t></w:r></w:p><w:p w14:paraId="00006D38" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="9"/></w:pPr><w:r><w:t>No ano de 1979, um conjunto de deputados progressistas toma posse tanto como deputados federais como estaduais. No caso das casas legislativas estaduais, os deputados apresentam propostas de lei pela introdução da disciplina de Sociologia, o que acaba sendo sancionada como legislação estadual pelos governadores (CARVALHO, 2004).</w:t></w:r></w:p><w:p w14:paraId="2B6A9B9E" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15"/></w:pPr><w:r><w:t>Com a abertura e a redemocratização do país, diversas associações de sociólogos passaram a articular a volta da disciplina, o que ocorreu em junho de 2008, com a Lei 11.684 (BRASIL, 2008). A nova legislação altera a Lei de Diretrizes e Bases de 1996 para incluir a Sociologia e a Filosofia como disciplinas obrigatórias nos currículos do ensino médio. A partir daí o que se percebe é a valorização da área do conhecimento também no contexto universitário, com a maior relevância da licenciatura, com o aumento do número dos cursos, crescimento de encontros, congressos e seminários, multiplicação das publicações sobre ensino de Sociologia e ampliação da produção de livros didáticos.</w:t></w:r></w:p><w:p w14:paraId="33E0BE90" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="120"/><w:ind w:left="-17" w:right="0" w:firstLine="709"/></w:pPr><w:r><w:t>Diante desse contexto, novas políticas públicas e novas reflexões surgem no âmbito das Ciências Sociais no Brasil. A política de cotas trouxe o importante debate sobre a questão racial no país. A aproximação com o continente africano tornou-se necessidade, assim como o incremento dos estudos da decolonialidade, afinal, o pedagogo Paulo Freire já chamava atenção, desde a década de 1960, sobre essa fundamental demanda.</w:t></w:r></w:p><w:p w14:paraId="4FFB6A7C" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:tabs><w:tab w:val="center" w:pos="450"/><w:tab w:val="center" w:pos="3702"/></w:tabs><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r><w:rPr><w:color w:val="000000"/><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr><w:tab/></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>3.  SOCIOLOGIA NOS PALOPS E SUAS ADVERSIDADES</w:t></w:r></w:p><w:p w14:paraId="7B30FE85" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">São enormes os desafios enfrentados pelas Ciências Sociais no continente africano. A Sociologia nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> são subvalorizadas e pouco financiadas nos países. Muitos projetos de </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t>pesquisa são financiados por agências internacionais, que determinam a agenda desses estudos por questões geopolíticas e estratégia desses países.</w:t></w:r></w:p><w:p w14:paraId="21A12E9A" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117" w:firstLine="810"/></w:pPr><w:r><w:t xml:space="preserve">De acordo com a pesquisadora angolana </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Cesaltina</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Abreu, a maioria dos grupos e organizações da sociedade civil na África é dependente da comunidade internacional para efeitos de financiamento, e até, da aprovação de seus programas de ação, acabando por incorporar acriticamente conceitos e práticas, sem a necessária reflexão quanto à sua adequação ao contexto no qual vão ser aplicados (2006, p. 117). Segundo o sociólogo e Professor da Universidade Lusófona da Guiné, Diamantino Lopes (2020), o Estado ou Governo não investem no ensino superior e na investigação científica, e este campo é coberto pelos organismos internacionais, em função da necessidade de aprofundar conhecimento ou compreender um dado fenômeno. Como salienta o filósofo africano </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Paulin</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Hountondji</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> (2008), os próprios cientistas sociais africanos tinham que perceber que eles faziam pesquisa orientada por interesses externos, com a intenção em primeiro lugar, em satisfazer os interesses do Norte.</w:t></w:r></w:p><w:p w14:paraId="3F858E35" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">A fragilidade da democracia e das instituições democráticas na África lusófona tem impacto também na vida dos sociólogos. São muitos os cientistas sociais que se sentem perseguidos pelo Estado, sociedade e família. Segundo Lopes (2023), na realidade da Guiné-Bissau, constata-se a perseguição quando a intervenção é baseada nas críticas sobre a má governação, corrupção ou nepotismo. Muitos cientistas sociais optam pelo silêncio (ou a autocensura) para evitar tais perseguições, visto os múltiplos riscos que correm, entre os quais ficar sem emprego e às vezes até o espancamento, como no caso do jornalista guineense António </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Aly</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Silva.</w:t></w:r></w:p><w:p w14:paraId="01AD4CF1" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="3" w:line="360" w:lineRule="auto"/><w:ind w:left="10" w:right="116" w:hanging="10"/><w:jc w:val="right"/></w:pPr><w:r><w:t>Não só professores se sentem perseguidos ou tem suas liberdades censuradas, há</w:t></w:r></w:p><w:p w14:paraId="706D6A2D" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="360" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">relatos de estudantes que também quiseram tocar em determinados assuntos acadêmicos. Traz-nos o caso do então discente de Sociologia Paulo </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Estefane</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">, da Universidade de </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Licungo</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, na Beira, que se sentiu coibido de trazer a temática de Montesquieu sobre a divisão dos poderes pela dificuldade que é trabalhar essa temática no contexto político de Moçambique, no qual essa divisão não é clara na prática (LEPECS, 2023).</w:t></w:r></w:p><w:p w14:paraId="308F3C22" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">As infraestruturas de investigação são precárias e necessitam de maiores investimentos. De acordo com a pesquisadora Maria Paula Meneses, as universidades dependem largamente de financiamentos internacionais para o seu funcionamento, e as universidades estatais competem em condições desiguais com universidades privadas locais e internacionais, assim condição periféricas das universidades públicas africanas permanece uma realidade (2016, p. 350). Carlos </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t>Cardoso, pesquisador do Conselho para o Desenvolvimento da Pesquisa em Ciências Sociais em África (CODESRIA), com sede em Dacar, concorda com Meneses e salienta que tais instituições de nível superior apresentam qualidade duvidosa, inclusive com a falta de motivação dos docentes (2017, p. 91). Avança o investigador indicando que é reduzida a participação dos pesquisadores africanos lusófonos nas atividades do CODESRIA, nomeadamente naquelas destinadas aos discentes de pós-graduação. Isso reflete o fraco desenvolvimento do sistema do Ensino Superior em geral, bem como o das instituições de pesquisa em Ciências Sociais. A comunidade lusófona nos programa do CODESRIA é de pouca expressão (2017, p. 94-97).</w:t></w:r></w:p><w:p w14:paraId="0202B19B" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">O impacto das políticas neoliberais a partir dos anos 1990 também contribuiu no enfraquecimento do Ensino Superior nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>. O corte de custos na educação afetou a qualidade do ensino e pesquisa, e também nos currículos. Segundo a Professora e Pesquisadora Teresa Cruz e Silva, em Moçambique, tal como em outras universidades africanas, as reformas curriculares ocorridas nas universidades públicas em finais da primeira década de 2000 impuseram e “venderam” o Processo de Bolonha como um meio incontornável para fazer face às exigências de integração nos processos mais globais dos sistemas de educação. Estas reformas foram, entretanto, marcadas por uma marginalização dos agentes sociais locais, onde a consulta pública foi insignificante. O desafio da autonomia acadêmica é colocado à prova quando as políticas neoliberais, voltadas para o mercado, entram em cena na educação.</w:t></w:r></w:p><w:p w14:paraId="3C644533" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>As produções acadêmicas africanas não são absorvidas pelos governos, e grande parte são produzidas em revistas ocidentais. Fuga de cérebros é uma realidade africana. Segundo Lopes (2020), o impacto é devastador, pois a Guiné-Bissau tem pessoas formadas em diversos setores de atividades espalhadas pelo mundo, sem poder dar seu contributo para ajudar no processo de desenvolvimento. Sempre se comenta, segundo o professor, nos fóruns acadêmicos, mas não se constata uma preocupação dos dirigentes políticos.</w:t></w:r></w:p><w:p w14:paraId="6DBF90B7" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="64"/><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">Pensar África com olhar do Ocidente é um grande equívoco. Os conceitos trazidos são produzidos no Ocidente. É a </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> do saber que se pretende combater. É fundamental ter as Ciências Sociais sobre África produzida por africanos.</w:t></w:r></w:p><w:p w14:paraId="691FAF7E" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="0" w:line="388" w:lineRule="auto"/><w:ind w:left="-15" w:right="108"/></w:pPr><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve">A institucionalização da Sociologia nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve"> parece ser um grande desafio. De acordo com o Professor </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t>Adérito</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve"> Manuel, do ISCED, a Sociologia em Angola passou de uma disciplina ignorada e proibida após a independência, para ser admitida e promovida. A partir de 1991/1992 (Segunda República) a Sociologia começa a ser reconhecida em Angola pelo Estado democrático, pela proclamação da Associação Angolana de Antropólogos e Sociólogos (COSTA, 1997, p. 94-</w:t></w:r><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:lastRenderedPageBreak/><w:t>96), por publicação de obras de investigação dos sociólogos e outros cientistas sociais no espaço público, por se tornar uma das disciplinas de cursos do ensino secundário, pela sua institucionalização universitária como disciplina, licenciatura, mestrado e uma especialidade no doutorado de Ciências Sociais e pela participação de Sociólogos em eventos científicos (nacionais e internacionais) (KAJIBANGA, 2009, p. 197-201).</w:t></w:r></w:p><w:p w14:paraId="7F9C6E14" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="0" w:line="388" w:lineRule="auto"/><w:ind w:left="-15" w:right="108"/></w:pPr><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve">Por outro lado, se o nascimento da Sociologia no país passava a se tornar realidade, as dificuldades também foram surgindo. </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t>Adérito</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve"> Manuel (2022) fala das dificuldades de acesso às obras por parte dos docentes, incluindo as obras didáticas. A produção sobre o Ensino de Sociologia nas escolas e universidades angolanas é escassa, sendo muito difícil a produção deste material e com custo altíssimo. As poucas revistas acadêmicas que surgiram, como a Revista Angolana de Sociologia que durou de 2008 a 2014, tiveram vida curta. O professor reconhece que falta organizar melhor a Sociologia no país, inclusive na busca por cooperação com outros países. Segundo a Docente Antonieta </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t>Ortet</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve"> (2022), da Universidade de Cabo Verde, a produção de material de Ensino de Sociologia no país também é dependente de manuais vindos do exterior.</w:t></w:r></w:p><w:p w14:paraId="2F37F864" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="0" w:line="388" w:lineRule="auto"/><w:ind w:left="-15" w:right="108"/></w:pPr><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve">Além da falta de regularidade na produção de revistas acadêmicas de Sociologia nos países lusófonos africanos, Cardoso aponta que muitos estudos permanecem monográficos ou etnográficos. Outros são repletos de dados empíricos e muitas vezes de números, sem uma relação inteligível entre uns e outros ou sem uma leitura adequada entre os dados. O investigador salienta que falta muitas vezes um quadro teórico que fundamente a análise (2017, p. 102). São necessários o reforço e a criação de mais cursos de pós-graduação e que se aperfeiçoe os métodos de análise e o embasamento teórico como instrumento de pesquisa. A escassez de atividades científicas no campo das Ciências Sociais nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve"> deve ser fonte de preocupação.</w:t></w:r></w:p><w:p w14:paraId="1140E960" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="0" w:line="388" w:lineRule="auto"/><w:ind w:left="-15" w:right="108" w:firstLine="840"/></w:pPr><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve">De acordo com o Professor angolano Felipe Morais, as associações científicas jogam importância capital no desenvolvimento da ciência. O autor apela para um maior esforço da parte dos fazedores da Sociologia angolana a assumirem a responsabilidade de criação do </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t>ethos</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:t xml:space="preserve"> da ciência (2023, p. 81). Nesse sentido, é indispensável a presença ativa dos discentes na construção dessa institucionalidade. É assim que pensa a Comunidade dos Estudantes de Sociologia de Angola (COESO). Segundo o atual Presidente da instituição, António Arnaldo (2023), a COESO busca o fortalecimento das Ciências Sociais, em especial da Sociologia, sem esquecer a interdisciplinaridade e complementaridade das Ciências Sociais através de diversas atividades e pesquisas científicas.</w:t></w:r></w:p><w:p w14:paraId="0245C193" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117" w:firstLine="795"/></w:pPr><w:r><w:rPr><w:color w:val="1C2128"/></w:rPr><w:lastRenderedPageBreak/><w:t xml:space="preserve">É importante encorajar os estudantes a criarem suas comunidades de Sociologia em seus países, e quiçá, em atitude ousada criar a Comunidade de Estudantes da Lusofonia, com o firme propósito de cooperação entre os países no campo acadêmico. Certamente terá reflexo na busca pela institucionalização da área nas diversas realidades. </w:t></w:r><w:r><w:t>Uma pauta fundamental é a efetivação da Sociologia escolar como disciplina obrigatória no Ensino Secundário nos países. Ela está presente, e é oferecida em Angola em todas as áreas do Ensino Secundário como optativa. Em Cabo Verde é ofertada na área de Humanidades, no décimo segundo ano de escolaridade. Em Guiné Bissau a Sociologia surge na área das Ciências Sociais e Humanas também no décimo segundo ano. Já em Moçambique, a Sociologia não é oferecida nas escolas do país. Em São Tomé e Príncipe a Sociologia está presente nos últimos três anos do Ensino Secundário. Deve-se acreditar que, com o exemplo brasileiro, fortalecer a Sociologia escolar é um passo importante para o fortalecimento da área do conhecimento no ensino universitário.</w:t></w:r></w:p><w:p w14:paraId="491FD2A2" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">Reflete também como desafio, em grande medida, a presença da “biblioteca colonial”, termo trazido por Valentin </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Mudimbe</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> (1988). Segundo o filósofo congolês, a maioria dos trabalhos realizados sobre África refletem referenciais eurocêntricos, narrativas sobre o continente cujas raízes se desenvolveram durante o período colonial. São estes saberes que ainda constituem o núcleo duro do saber depositado nas bibliotecas e ensinado nas universidades do mundo sobre os africanos e África. Ainda de acordo com </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Mudimbe</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, estas obras e as representações que contêm contribuíram para “inventar” África como um espaço de diferença e inferioridade (1998, p. 208). É necessário que se cresça a “biblioteca africana”, com autores e autoras africanas a refletir sobre o continente e sua diversidade.</w:t></w:r></w:p><w:p w14:paraId="64E06D77" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="3" w:line="360" w:lineRule="auto"/><w:ind w:left="10" w:right="116" w:hanging="10"/><w:jc w:val="right"/></w:pPr><w:r><w:t xml:space="preserve">A pensadora negra estadunidense bell </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>hooks</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, em seu livro, Ensinando a transgredir</w:t></w:r></w:p><w:p w14:paraId="10D44C32" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="-17" w:right="119" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">(2019), defende que a educação como prática libertadora é aquela que se propõe a conhecer o que está “além das fronteiras do aceitável”, criando novas visões. Para tanto, uma proposta epistemológica que critica o pensamento hegemônico e sua pretensa universalidade, tal qual a </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> e sua imensa variedade interna, se coloca como um ponto de partida fundamental na tentativa de criação de uma educação que aumenta a capacidade de ser livre (2019, p. 13). Desta maneira, nestas breves palavras, o artigo procurou refletir sobre importantes desafios, e alguns caminhos que existem para consolidar a Sociologia como área do conhecimento relevante entre os Países Africanos de Língua Oficial Portuguesa (</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>).</w:t></w:r></w:p><w:p w14:paraId="3B7BC519" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:tabs><w:tab w:val="center" w:pos="450"/><w:tab w:val="center" w:pos="4155"/></w:tabs><w:spacing w:after="209" w:line="259" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r><w:rPr><w:color w:val="000000"/><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr><w:lastRenderedPageBreak/><w:tab/></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>4.  PENSAR A DECOLONIALIDADE NO CONTEXTO AFRICANO</w:t></w:r></w:p><w:p w14:paraId="16452CFF" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="64"/><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>Refletir sobre a atuação do professor e pesquisador, tanto no ambiente escolar, como no âmbito universitário, é uma tarefa importante para qualquer docente que busque aperfeiçoar sua atividade laborativa. Pensar constantemente sobre sua prática, procurar atualizar-se é fundamental em seu compromisso pedagógico, inclusive questionando os conteúdos ministrados e os currículos, que são decisões políticas carregadas de ideologias.</w:t></w:r></w:p><w:p w14:paraId="76DBEF1A" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="64"/><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>Desta maneira questionamos qual é o interesse em desconstruir os currículos clássicos? É considerável deixar claro que sabemos a importância da dimensão política no campo da educação, portanto currículos representam arenas políticas em disputa no que diz respeito à construção dos conteúdos. Em outras palavras, a seleção dos assuntos e seus argumentos são objetos ideológicos relevantes. Assim é fácil perceber que o conhecimento produzido fora do contexto europeu/ocidental nunca foi valorizado no Brasil e também nos países africanos.</w:t></w:r></w:p><w:p w14:paraId="6E70A8AF" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>Mesmo com as independências africanas e dos inúmeros debates intelectuais, uma perspectiva colonial continua a dominar a política do Norte global em relação ao continente africano. A pesquisadora Maria Paula Meneses (2016) afirma que uma leitura detalhada desse processo permite ver que as políticas imperiais foram, essencialmente, reformuladas, mantendo-se na essência a concepção hegemônica do Norte sobre o Sul.</w:t></w:r></w:p><w:p w14:paraId="730445AC" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="105" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">Seguindo essa linha de raciocínio, o pensamento </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> nos ajuda a entender que os currículos são produtos de um contexto histórico, com diferentes tempos e espaços e são produzidos muitas vezes de forma desobediente (saberes, diálogos, emoções, por exemplo). Se nossa identidade traz memória não só individual, como também coletiva, podemos entender que grupos subordinados como africanos, latinos e os povos originários ainda são vistos como bárbaros. Ou seja, não modernos. A visão colonial persiste em forma de conteúdos, currículos, e nas práticas educacionais no cotidiano educacional. É a visão da </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> do saber.</w:t></w:r></w:p><w:p w14:paraId="05F1BA52" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="360" w:lineRule="auto"/><w:ind w:left="105" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">Em sua obra, “Cartas à Guiné-Bissau”, Paulo Freire relata experiências de suas visitas aquele país africano com o propósito de alfabetização da população local sem a perspectiva da educação colonialista, </w:t></w:r><w:proofErr w:type="gramStart"/><w:r><w:t>“ (...)</w:t></w:r><w:proofErr w:type="gramEnd"/><w:r><w:t xml:space="preserve">porque a Guiné-Bissau não parte do zero, mas de suas fontes culturais e históricas, de algo de bem seu, da alma mesma de seu povo, que a violência colonialista não pode matar” (FREIRE, 1978, p. 10). O próprio autor também salienta que, “(...) a educação colonial herdada, de que um dos principais objetivos era a ´desafricanização´ dos nacionais, discriminadora, mediocremente verbalista...” (FREIRE, 1978, p. 15). Freire identificou nas lutas de libertação a emancipação política, e também cultural do povo guineense. </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t>Assim buscou a superação do passado recente opressor olhando para a própria realidade, múltipla e complexa da população daquele país africano. O silenciamento das memórias é consequência do colonialismo, o que o autor pretendia combater.</w:t></w:r></w:p><w:p w14:paraId="25857F62" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="105" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">Desta maneira, é necessário ter contra narrativas. Buscar o equilíbrio do conhecimento. Legitimar outros conhecimentos. A educação tem que combater o preconceito de qualquer espécie, e como ela pode trabalhar essa desconstrução se muitas vezes ela se torna legitimadora dos currículos tradicionais? A tradição no caso é muitas vezes </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>folclorizada</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> nos livros.</w:t></w:r></w:p><w:p w14:paraId="0D7490CC" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="105" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">Algumas políticas públicas no Brasil surgiram e foram importantes nessa tentativa de desconstrução. A Lei de História da África nas escolas trouxe elementos importantes para o ambiente escolar, principalmente em termos de material didático, mas foi insuficiente e pouco mudou a realidade nas instituições. Outro exemplo é a educação </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>afrocentrada</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> que é um enfoque educacional que coloca a cultura africana e a experiência afrodescendente no centro do processo de aprendizagem. Esse paradigma educacional busca incorporar e valorizar os conhecimentos, a história, as tradições e as perspectivas das comunidades africanas e afrodescendentes.</w:t></w:r></w:p><w:p w14:paraId="4BE38C72" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="105" w:right="117" w:firstLine="885"/></w:pPr><w:r><w:t xml:space="preserve">É necessário buscarmos outros saberes. É fundamental não hierarquizar a inteligência. Os conhecimentos tradicionais, vistos como senso comum, traduzem a visão eurocêntrica, ainda fortemente persistente no ambiente educacional brasileiro e também africano. Democratizar o conhecimento. Desconstruir a educação. É dessa maneira que o pensamento </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> busca derrubar a </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, que se mantém com o desprezo pelo conhecimento dos povos oprimidos e historicamente marginalizados no Brasil e em África.</w:t></w:r></w:p><w:p w14:paraId="738FBCF0" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="105" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">É o racismo epistemológico que deve se atacar. O conhecimento não-europeu não deve ser inferiorizado. Está na “ecologia dos saberes”, para trazer o conceito do autor português Boaventura Sousa Santos, o diálogo entre os vários conhecimentos que podem ser considerados importantes para os avanços das lutas sociais. Desta maneira vamos combater a hegemonia </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>monocultural</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">, de padrão único, androcêntrica (cultura masculina predomina) e ligado a branquitude. As vozes subalternizadas precisam ser reconhecidas no cotidiano, em especial, no dia-a-dia da educação. Isso porque percebemos facilmente traços da </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>colonialidade</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> no ambiente escolar ou universitário. As epistemologias do Sul são um conjunto de intervenções epistemológicas que denunciam a supressão das inúmeras formas de saber e conhecer próprias dos povos e nações que foram submetidas ao processo de colonização (SANTOS; MENESES, 2009, p. 13).</w:t></w:r></w:p><w:p w14:paraId="6C5046FC" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="105" w:right="117"/><w:rPr><w:sz w:val="16"/><w:szCs w:val="16"/></w:rPr></w:pPr><w:r><w:lastRenderedPageBreak/><w:t xml:space="preserve">Dessa forma assistimos uma espécie de genocídio cultural que silenciam vozes, narrativas, culturas e conhecimentos. É a ideia da epistemologia do Norte, a reprodução do saber dos vencedores, seja na escola ou na universidade. É a leitura eurocêntrica da produção do conhecimento. Segundo </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Zulma</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Palermo:</w:t></w:r></w:p><w:p w14:paraId="5EC01EDE" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="143" w:line="240" w:lineRule="auto"/><w:ind w:left="2880" w:right="105" w:firstLine="0"/><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve">Optar por </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>uma</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> posición decolonial que ejerce </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>resistência</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> ante </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>esse</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> estado</w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve">de situación, implica localizarse em </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>um</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> lugar de </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>indidable</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> lucha intelectual y significa también la imprescindible necesidad de debatir </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>com</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> otras </w:t></w:r><w:proofErr w:type="gramStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>maneras  de</w:t></w:r><w:proofErr w:type="gramEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> concebir la</w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t>resistência</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> a la dominación por el poder [...]</w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/><w:lang w:val="es-419"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:r><w:rPr><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr><w:t>(PALERMO, 2010, p. 50)</w:t></w:r></w:p><w:p w14:paraId="0B6D0517" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="11" w:right="108" w:hanging="11"/></w:pPr><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:tab/></w:r><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:tab/><w:t xml:space="preserve">Entende-se que, para transformar a realidade, aconselha </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:t>Mignolo</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:t xml:space="preserve"> (2008), é necessária uma “desobediência epistêmica”, que questione padrões hegemônicos de produção de conhecimentos, tornados dominantes por marginalizar, silenciar e deslegitimar saberes diversos, como de intelectuais africanos e latinos.</w:t></w:r><w:r><w:t xml:space="preserve"> Existem resistências que devem ser valorizadas, como exemplos a educação antirracista, </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>afrocentrada</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> e as políticas de cotas de ação afirmativa no Brasil, a teoria da </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonialide</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> que nasceu nos países latinos e os ativistas sociais que estão a crescer nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">. Desta maneira, buscamos essa brecha </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, uma fissura no sistema que permite trabalhar com outros saberes. É na luta que se produz o conhecimento dos vencidos.</w:t></w:r></w:p><w:p w14:paraId="7069000B" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="11" w:right="108" w:hanging="11"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r><w:rPr><w:color w:val="000000"/><w:sz w:val="22"/><w:szCs w:val="22"/></w:rPr><w:tab/></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>5.</w:t></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:tab/><w:t>PERSPECTIVAS DA SOCIOLOGIA NOS PALOPS</w:t></w:r></w:p><w:p w14:paraId="0733AB26" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>Como vimos acima, apesar dos avanços, as Ciências Sociais na África enfrentam desafios significativos, incluindo a falta de financiamento adequado, a infraestrutura limitada e a necessidade de fortalecer as capacidades locais de pesquisa e ensino. Superar esses obstáculos é fundamental para promover uma pesquisa robusta e relevante, que possa informar políticas e práticas para o desenvolvimento sustentável e a justiça social em todo o continente africano.</w:t></w:r></w:p><w:p w14:paraId="64397BBD" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>Para o desenvolvimento dessa importante área do conhecimento é fundamental a maior cooperação entre os países através de congressos, workshops e outros eventos acadêmicos. O Congresso Luso-Afro-Brasileiro é uma importante iniciativa, mas ainda é incapaz de agregar um número significativo de cientistas sociais. É fundamental o investimento institucional em investigação nas humanidades.</w:t></w:r></w:p><w:p w14:paraId="0C4CDE93" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t xml:space="preserve">A experiência brasileira na obrigatoriedade da Sociologia enquanto disciplina curricular do Ensino Secundário pode servir como importante suporte para o incremento dessa área do conhecimento nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>. A partir da obrigatoriedade, ampliou-se o número de vagas docentes, produção de material, congressos e outras atividades acadêmicas. A maior institucionalização da Sociologia na África Lusófona, passa também, pela ampliação dessa área no Ensino Secundário.</w:t></w:r></w:p><w:p w14:paraId="7C0369DE" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:lastRenderedPageBreak/><w:t>Pode-se afirmar, seguramente, que existe uma demanda crescente por pesquisas interdisciplinares que abordem questões complexas, como pobreza, desigualdade, governança, desenvolvimento sustentável e justiça social. Com um investimento contínuo em educação, pesquisa e desenvolvimento institucional, é possível que esses países possam fortalecer sua capacidade de produzir conhecimento relevante e soluções inovadoras para os problemas locais e globais.</w:t></w:r></w:p><w:p w14:paraId="2A0159E5" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>A cooperação entre os países de língua portuguesa também pode desempenhar um papel crucial na promoção do intercâmbio acadêmico e no avanço das Ciências Sociais na região. A troca de experiências, oferecimento de oficinas, workshops, inclusive com a permuta de materiais e produtos acadêmicos faz parte da cooperação. É fundamental que se evite a fuga de cérebros prezando pela valorização da formação de quadros.</w:t></w:r></w:p><w:p w14:paraId="10E25D91" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>A ampliação da participação da sociedade civil é fundamental na busca pelo aperfeiçoamento da democracia e na formulação de políticas públicas na educação. Os sociólogos africanos têm muito o que contribuir. Nesse ponto, faz-se necessário ampliar as liberdades.</w:t></w:r></w:p><w:p w14:paraId="572C4011" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="3" w:line="360" w:lineRule="auto"/><w:ind w:left="10" w:right="116" w:hanging="10"/><w:jc w:val="right"/></w:pPr><w:r><w:t>É importante também a valorização e preservação das línguas nacionais. Inclusive</w:t></w:r></w:p><w:p w14:paraId="57A2B573" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t>com a perspectiva da tradição oral que continua a ser uma parte significativa da herança cultural em muitas comunidades africanas, destacando a diversidade e a riqueza das formas de comunicação e transmissão de conhecimento, inclusive no campo da educação, no continente.</w:t></w:r></w:p><w:p w14:paraId="7D0B8A0A" w14:textId="77777777" w:rsidR="009B6D9C" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120"/><w:ind w:left="-17" w:right="119" w:firstLine="794"/></w:pPr><w:r><w:t xml:space="preserve">A possibilidade de aprender em idiomas locais/nacionais é o mais importante passo dado na educação para </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>desmarginalizar</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> e desmistificar os saberes locais (MENESES, 2008, p. 356). Apesar do português ser a língua do colonizador, não se deve desprezá-la por seu alcance global e por suas diversas potencialidades.</w:t></w:r></w:p><w:p w14:paraId="66BF0F7D" w14:textId="12FFDE9B" w:rsidR="00CF7964" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:after="422"/><w:ind w:right="117" w:firstLine="0"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r><w:rPr><w:b/></w:rPr><w:t>6.  O</w:t></w:r><w:r><w:rPr><w:b/></w:rPr><w:tab/><w:t xml:space="preserve"> NÚCLEO DE </w:t></w:r><w:r><w:rPr><w:b/></w:rPr><w:tab/><w:t>ESTUDOS</w:t></w:r><w:r><w:rPr><w:b/></w:rPr><w:tab/><w:t xml:space="preserve"> AFRO-BRASILEIRO DE ENSINO DE </w:t></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>SOCIOLOGIA (NEABES)</w:t></w:r></w:p><w:p w14:paraId="4AC22373" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120"/><w:ind w:left="-17" w:right="119" w:firstLine="709"/></w:pPr><w:r><w:t>O Núcleo de Estudos Afro-Brasileiro de Ensino de Sociologia surge com a perspectiva de criar redes de contato entre o Brasil e os Países Africanos de Língua Oficial Portuguesa (</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">) com o objetivo de desenvolver as práticas docentes no Ensino de Sociologia e nas Humanidades. Há muito se percebe o distanciamento entre os países no âmbito acadêmico, em especial nas humanidades. A troca de experiências se faz necessária para o melhoramento das atividades universitárias, como ensino, pesquisa e extensão. O projeto conta com cinco estagiários bolsistas </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t xml:space="preserve">brasileiros: e dois estagiários voluntários moçambicanos. Essa troca constante entre discentes e docentes fortalece a parceria, enriquece a formação e amplia as possibilidades de cooperação. </w:t></w:r></w:p><w:p w14:paraId="14D6C1FB" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>A Universidade nos jovens países africanos lusófonos é recente, assim como Ensino de Sociologia e Humanidades. As Ciências Sociais só dão seus primeiros passos no início do século XXI. Com isso, o propósito do Núcleo é contribuir para o desenvolvimento da Sociologia nesses países, com troca de material, debates, lives, cursos de extensão, divulgação de eventos acadêmicos, concursos públicos, produção de artigos e livros e interconexão entre os estudantes e professores.</w:t></w:r></w:p><w:p w14:paraId="0DDC6D70" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:ind w:left="-15" w:right="117"/></w:pPr><w:r><w:t>Para isso foi necessário articular através de redes sociais criadas para esse propósito. Produzindo lives com debates acadêmicos que contam com a presença de estudantes brasileiros e africanos. Um exemplo foi o Seminário Internacional: “A Sociologia no Brasil e em Moçambique: História, Perspectivas e Desafios”, no dia 02 de fevereiro de 2023. Entre outras atividades virtuais com ampla aceitação e valorização tanto de estudantes brasileiros, como de africanos. A participação dos discentes foi certificada com horas de extensão. O retorno tem sido bastante positivo, pois existe forte carência desse tipo de parceria.</w:t></w:r></w:p><w:p w14:paraId="5C5F1E74" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="3" w:line="360" w:lineRule="auto"/><w:ind w:left="10" w:right="116" w:hanging="10"/><w:jc w:val="right"/></w:pPr><w:r><w:t>Também é fruto do projeto a produção do livro “Sociologia e Educação. Múltiplos</w:t></w:r></w:p><w:p w14:paraId="48202DE5" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="360" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">olhares do Ensino no Brasil e Angola” (2023). Organizado pelo Coordenador do Projeto, a obra traz quatro artigos de professores angolanos e quatro de brasileiros no que diz respeito às Ciências Sociais e Educação. Abre os artigos angolanos, “Itinerário do Ensino de Sociologia nas instituições do ensino secundário em Angola”, de </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Adérito</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Manuel. Em seguida o artigo de Guilherme Mateus </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Moma</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">, intitulado “O impacto da Sociologia no sistema de ensino: teoria e prática”. Logo depois Filipe Calunga Morais em, “Para um funcionamento da sociedade sociológica angolana: rumo a promoção e desenvolvimento da ciência”. E finalmente fechando os Professores angolanos, o artigo de Gildo Joaquim Salvador, “Iniciação à investigação científica no plano curricular do Ensino Secundário Geral: perspectiva sociológica do caso angolano”. </w:t></w:r></w:p><w:p w14:paraId="5769C08E" w14:textId="77777777" w:rsidR="009B6D9C" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="-17" w:right="119" w:firstLine="737"/></w:pPr><w:r><w:t xml:space="preserve">Depois a obra apresenta os autores brasileiros, abrindo os trabalhos Rodrigo de Souza Pain, organizador do livro, abre os trabalhos brasileiros com, “’Por favor, abram o livro na página...’Obras didáticas de Sociologia e as consequências no trabalho docente”. Em seguida o artigo intitulado, “Características, dinâmicas e objetivos do projeto de extensão da UERJ ‘Sociologia e Cidadania"', do autor Walace Ferreira. Após Joana da Costa Macedo em “A reforma curricular nas escolas do Brasil: alguns pontos de discussão sobre o componente curricular Projeto de Vida e BNCC”, e finalmente fechando os trabalhos brasileiros, O artigo “Projetos de vida rumo à universidade: trajetórias estudantis de seis alunos cotistas do curso de direito da UERJ”, de </w:t></w:r><w:r><w:lastRenderedPageBreak/><w:t>Diego Cavalcanti de Santana. Segundo o organizador da obra, “notamos a falta de reflexões e trocas de experiências no Ensino de Sociologia (...). Desta maneira é um livro inédito, uma ousada iniciativa. Esta obra aproxima os dois países no campo das Ciências Sociais” (PAIN, 2023, p. 15). Desta maneira se insere o NEABES, procurando cooperar com os países envolvidos, refletindo como contribuir para o desenvolvimento da Sociologia levando-se em consideração as diversas realidades das nações.</w:t></w:r></w:p><w:p w14:paraId="41AEBACF" w14:textId="77777777" w:rsidR="002015F6" w:rsidRDefault="002015F6" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="-17" w:right="119" w:firstLine="737"/></w:pPr></w:p><w:p w14:paraId="530AD048" w14:textId="77777777" w:rsidR="002015F6" w:rsidRDefault="002015F6" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:left="-17" w:right="119" w:firstLine="737"/></w:pPr></w:p><w:p w14:paraId="1E2530AD" w14:textId="77777777" w:rsidR="009B6D9C" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:line="360" w:lineRule="auto"/><w:ind w:right="117" w:firstLine="0"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r><w:rPr><w:color w:val="000000"/></w:rPr><w:t xml:space="preserve">7.  </w:t></w:r><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>CONCLUSÃO</w:t></w:r></w:p><w:p w14:paraId="2BA0CDBE" w14:textId="13C92A67" w:rsidR="00CF7964" w:rsidRDefault="00000000" w:rsidP="009B6D9C"><w:pPr><w:spacing w:before="120" w:after="120" w:line="360" w:lineRule="auto"/><w:ind w:right="119" w:firstLine="0"/></w:pPr><w:r><w:tab/><w:t xml:space="preserve">O presente artigo procurou chamar atenção para a importância da parceria entre o Brasil e os </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> no campo da Sociologia e também nas Humanidades. Para isso foi necessário percorrer a institucionalização da trajetória da disciplina no contexto brasileiro e também explorar a potencialidade de trabalhar a temática inspirada na perspectiva da educação </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">. Apontamos os entraves para o desenvolvimento dessa área do conhecimento nos </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>PALOPs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, como também as perspectivas em prol de seu fortalecimento. A criação do Núcleo de Estudos Afro-Brasileiro de Ensino de Sociologia (NEABES) ocupa importante lacuna nesse sentido. A realização da promoção da troca de conhecimento entre diferentes realidades contribui para a releitura de conceitos sociológicos no Ensino de Sociologia entre os países. Desta maneira perceber-se os diferentes níveis de opressão na sociedade brasileira e africana. Incrementar as teorias que abracem a decolonialidade. Estar a produzir trabalhos em conjunto. Os resultados encorajam. Buscar dar voz e compartilhar conhecimentos de populações normalmente silenciadas, inclusive no cenário universitário. A experiência tem fortalecido possíveis parcerias acadêmicas, acenando para uma cooperação internacional entre as instituições.</w:t></w:r></w:p><w:p w14:paraId="5301CD5C" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:spacing w:after="11" w:line="259" w:lineRule="auto"/><w:ind w:left="10" w:right="0" w:hanging="10"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t>Nota dos autores</w:t></w:r></w:p><w:p w14:paraId="07302C60" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:spacing w:after="11" w:line="259" w:lineRule="auto"/><w:ind w:left="10" w:right="0" w:hanging="10"/><w:jc w:val="left"/><w:rPr><w:b/><w:color w:val="000000"/></w:rPr></w:pPr></w:p><w:p w14:paraId="5E230C35" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t>Agradeço ao Programa de Consolidação das Licenciaturas (PRODOCÊNCIA) da Universidade do Estado do Rio de Janeiro (UERJ) pelo financiamento da investigação. Agradeço ao Laboratório de Ensino, Pesquisa e Extensão em Ciências Sociais (LEPECS/UERJ), ao Departamento de Ciências Humanas e Filosofia (DCHF/UERJ) e ao Núcleo de Estudos Afro-</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Brasileireiro</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> do Ensino de Sociologia (NEABES/UERJ) pela autorização da publicação do artigo na </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Sinditus</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve">, Revista de Estudos Científicos e Disciplinares da Universidade Lusófona da Guiné. </w:t></w:r></w:p><w:p w14:paraId="019822FA" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="44827C81" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:spacing w:after="11" w:line="259" w:lineRule="auto"/><w:ind w:left="10" w:right="0" w:hanging="10"/><w:jc w:val="left"/><w:rPr><w:b/></w:rPr></w:pPr><w:r><w:rPr><w:b/><w:color w:val="000000"/></w:rPr><w:t xml:space="preserve">Referências </w:t></w:r></w:p><w:p w14:paraId="5CEF36BB" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:keepNext/><w:keepLines/><w:pBdr><w:top w:val="nil"/><w:left w:val="nil"/><w:bottom w:val="nil"/><w:right w:val="nil"/><w:between w:val="nil"/></w:pBdr><w:spacing w:after="11" w:line="259" w:lineRule="auto"/><w:ind w:left="10" w:right="0" w:hanging="10"/><w:jc w:val="left"/><w:rPr><w:b/></w:rPr></w:pPr></w:p><w:p w14:paraId="60138F61" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">ABREU, C. C. B. de. </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Sociedade civil em Angola: da realidade à utopia</w:t></w:r><w:r><w:t>. Tese de Doutorado. IUPERJ, UCAM, Rio de Janeiro, 2006.</w:t></w:r></w:p><w:p w14:paraId="69706835" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="185AAFA5" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="244" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t>ARNALDO, A. Entrevista concedida a Rodrigo de Souza Pain, Luanda, 20 de junho de 2023.</w:t></w:r></w:p><w:p w14:paraId="6A11001D" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="244" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="293E5B10" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="261" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">BRASIL. </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Lei n. 11.684, de 2 de junho de 2008.</w:t></w:r><w:r><w:t xml:space="preserve"> Inclui Filosofia e Sociologia como disciplinas obrigatórias nos currículos do ensino médio. Diário Oficial da República Federativa do Brasil, Poder Executivo, Brasília, DF: Diário Oficial da União, Brasília, 2008.</w:t></w:r></w:p><w:p w14:paraId="58383852" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="261" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="7FD594E0" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="256" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t>CARDOSO, C. “</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/></w:rPr><w:t>Desenclavar</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/></w:rPr><w:t xml:space="preserve"> as Ciências Sociais na África lusófona: iniciativa especial do CODESRIA”. In: </w:t></w:r><w:r><w:t xml:space="preserve"> Revista de Antropologia. Universidade de São Paulo, v.60, n.3, São Paulo, 2017.</w:t></w:r></w:p><w:p w14:paraId="3FBD5594" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="259" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="5D88E083" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="259" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">CARVALHO, L. M. G. </w:t></w:r><w:proofErr w:type="gramStart"/><w:r><w:t>de .</w:t></w:r><w:proofErr w:type="gramEnd"/><w:r><w:t xml:space="preserve"> “</w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>A trajetória histórica da luta pela introdução da Sociologia no Ensino Médio no Brasil”.</w:t></w:r><w:r><w:t xml:space="preserve"> In: CARVALHO, L. M. Sociologia e Ensino em debate. Ijuí: Editora </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Unijuí</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>, 2004, pp.17-61.</w:t></w:r></w:p><w:p w14:paraId="6719E1F2" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="66FDF161" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t>CIGALES, M.; ENGERROFF, A. M. B. “</w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Uma cartografia do capital social dos pioneiros da Sociologia no Brasil: um estudo sobre os manuais escolares”.</w:t></w:r><w:r><w:t xml:space="preserve"> In: MAÇAIRA, J. P.; FRAGA, A. B. (</w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Orgs</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t>). Saberes e Práticas do Ensino de Sociologia. Rio de Janeiro: Autografia, 2018.</w:t></w:r></w:p><w:p w14:paraId="372208BB" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="259" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="2FB5B664" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">COSTA, L. M (1997). </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>“A Sociologia em Angola: posições e proposições”</w:t></w:r><w:r><w:t xml:space="preserve"> </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t xml:space="preserve">in </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Ngola</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Revista de Estudos Sociais, Luanda v.1, n.1.</w:t></w:r></w:p><w:p w14:paraId="6922E69A" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="7AF59EB3" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="259" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">FREIRE, P. </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Cartas à Guiné-Bissau.</w:t></w:r><w:r><w:t xml:space="preserve"> Rio de Janeiro: Paz e Terra. 1978.</w:t></w:r></w:p><w:p w14:paraId="3BD6236D" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="259" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="2119E3BE" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="5" w:line="264" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:rPr><w:color w:val="202124"/></w:rPr></w:pPr><w:r><w:rPr><w:color w:val="202124"/></w:rPr><w:t xml:space="preserve">HOOKS, B. </w:t></w:r><w:r><w:rPr><w:i/><w:color w:val="202124"/></w:rPr><w:t>Ensinando a transgredir.</w:t></w:r><w:r><w:rPr><w:color w:val="202124"/></w:rPr><w:t xml:space="preserve"> Editora WMF Martins Fontes. São Paulo, 2019.</w:t></w:r></w:p><w:p w14:paraId="7942AD03" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:after="5" w:line="264" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:rPr><w:color w:val="202124"/></w:rPr></w:pPr></w:p><w:p w14:paraId="0DF446C0" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="5" w:line="264" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:rPr><w:color w:val="202124"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:color w:val="202124"/><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve">HOUNTONDJI, P. J. </w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:color w:val="202124"/><w:lang w:val="en-US"/></w:rPr><w:t>Knowledge of Africa, Knowledge by Africans: Two Perspectives on African Studies</w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:color w:val="202124"/><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve">. </w:t></w:r><w:r><w:rPr><w:color w:val="202124"/></w:rPr><w:t>RCCS Annual Review, 2008.</w:t></w:r></w:p><w:p w14:paraId="6F4AF48F" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:after="5" w:line="264" w:lineRule="auto"/><w:ind w:left="-5" w:right="0" w:hanging="10"/><w:rPr><w:color w:val="202124"/></w:rPr></w:pPr></w:p><w:p w14:paraId="299516B9" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="217" w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="0" w:firstLine="0"/></w:pPr><w:r><w:t>KAJIBANGA, V. “</w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t xml:space="preserve">Sociologia em Angola: paradigmas clássicos e tendências </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/></w:rPr><w:t>actuais</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/></w:rPr><w:t>”,</w:t></w:r><w:r><w:t xml:space="preserve"> Revista Angolana de Sociologia, Luanda, n.4, dez. 2009.</w:t></w:r></w:p><w:p w14:paraId="57958BF3" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r><w:t>LEPECS (</w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Laboratório de Ensino Pesquisa e Extensão em Ciências Sociais/UERJ). Seminário Internacional - Movimento Estudantil em Angola, Brasil e Moçambique</w:t></w:r><w:r><w:t>. YouTube, 27 de outubro de 2023. Acesso em 08 de novembro de 2023.</w:t></w:r></w:p><w:p w14:paraId="1F26D3D4" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="2F992ABB" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="225" w:line="256" w:lineRule="auto"/><w:ind w:left="-15" w:right="8" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">LOPES, D. D. Entrevista concedida a Rodrigo de Souza Pain. Bissau, 02 de junho de 2023. </w:t></w:r></w:p><w:p w14:paraId="2209230C" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="225" w:line="256" w:lineRule="auto"/><w:ind w:left="-15" w:right="8" w:firstLine="0"/></w:pPr><w:r><w:t>MANUEL, A. Entrevista concedida a Rodrigo de Souza Pain, Luanda, 06 de dezembro de 2022.</w:t></w:r></w:p><w:p w14:paraId="53925867" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="217" w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/><w:rPr><w:sz w:val="16"/><w:szCs w:val="16"/></w:rPr></w:pPr><w:r><w:t>MENESES, M. P. “</w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>As ciências sociais no contexto do Ensino Superior em Moçambique: dilemas e possibilidades de descolonização”.</w:t></w:r><w:r><w:t xml:space="preserve"> Perspectiva, Florianópolis, v.34, n.2, maio/agosto, 2016.</w:t></w:r></w:p><w:p w14:paraId="3056477A" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="217" w:line="269" w:lineRule="auto"/><w:ind w:left="-5" w:right="112" w:hanging="10"/></w:pPr><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:t xml:space="preserve">MIGNOLO, W. D. - </w:t></w:r><w:r><w:rPr><w:i/><w:color w:val="222222"/></w:rPr><w:t xml:space="preserve">Desobediência epistêmica: a opção </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:rPr><w:i/><w:color w:val="222222"/></w:rPr><w:t>decolonial</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:rPr><w:i/><w:color w:val="222222"/></w:rPr><w:t xml:space="preserve"> e o significado de identidades em política. In:</w:t></w:r><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:t xml:space="preserve"> Cadernos de Letras da UFF</w:t></w:r><w:r><w:rPr><w:b/><w:color w:val="222222"/></w:rPr><w:t xml:space="preserve">. </w:t></w:r><w:r><w:rPr><w:color w:val="222222"/></w:rPr><w:t>Dossiê Literatura, língua e identidade, n. 34, p. 287-324, 2008.</w:t></w:r></w:p><w:p w14:paraId="7900E7E9" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="217" w:line="269" w:lineRule="auto"/><w:ind w:right="121" w:firstLine="0"/><w:rPr><w:lang w:val="en-US"/></w:rPr></w:pPr><w:r><w:lastRenderedPageBreak/><w:t>MORAIS, F. C. “</w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Para um funcionamento da sociedade sociológica angolana: rumo a promoção e desenvolvimento da ciência</w:t></w:r><w:r><w:t xml:space="preserve">” In: </w:t></w:r><w:r><w:rPr><w:color w:val="202024"/></w:rPr><w:t xml:space="preserve">PAIN, R. de S. (org.) Sociologia e Educação. Múltiplos olhares do Ensino no Brasil e em Angola. </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:color w:val="202024"/><w:lang w:val="en-US"/></w:rPr><w:t>Editora</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:color w:val="202024"/><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve"> Ioles, Boa Vista, 2023.</w:t></w:r></w:p><w:p w14:paraId="32CDD89F" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="217" w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/><w:rPr><w:lang w:val="en-US"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve">MUDIMBE, V. </w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:i/><w:lang w:val="en-US"/></w:rPr><w:t>The invention of Africa: gnosis, philosophy and the order of knowledge</w:t></w:r><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t>. Bloomington: Indiana University Press, 1988.</w:t></w:r></w:p><w:p w14:paraId="1DFC12B9" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="0" w:line="276" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/><w:rPr><w:lang w:val="en-US"/></w:rPr></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve">ORLET, Antonieta. </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t>Entrevista</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t>concedida</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve"> a Rodrigo de Souza Pain. Praia, 10 de </w:t></w:r><w:proofErr w:type="spellStart"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t>dezembro</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve"> de 2022.</w:t></w:r></w:p><w:p w14:paraId="6A66F734" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRPr="009B6D9C" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:after="0" w:line="276" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/><w:rPr><w:lang w:val="en-US"/></w:rPr></w:pPr></w:p><w:p w14:paraId="0B268858" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:lang w:val="en-US"/></w:rPr><w:t xml:space="preserve">PAIN, R. de S. (org.) </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>Sociologia e Educação. Múltiplos olhares do Ensino no Brasil e em Angola</w:t></w:r><w:r><w:t>. Editora Ioles, 2023.</w:t></w:r></w:p><w:p w14:paraId="60495482" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="117" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="783BF66F" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="0" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">SANTOS, B. de S. </w:t></w:r><w:r><w:rPr><w:i/></w:rPr><w:t>O fim do império cognitivo: a afirmação das epistemologias do sul</w:t></w:r><w:r><w:t>. Belo Horizonte: Autêntica, 2021.</w:t></w:r></w:p><w:p w14:paraId="2F6A0027" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00CF7964"><w:pPr><w:spacing w:line="269" w:lineRule="auto"/><w:ind w:left="-15" w:right="0" w:firstLine="0"/></w:pPr></w:p><w:p w14:paraId="1094AD84" w14:textId="77777777" w:rsidR="00CF7964" w:rsidRDefault="00000000"><w:pPr><w:spacing w:after="0" w:line="276" w:lineRule="auto"/><w:ind w:right="0" w:firstLine="0"/></w:pPr><w:r><w:t xml:space="preserve">SILVA, </w:t></w:r><w:proofErr w:type="spellStart"/><w:r><w:t>Ileizi</w:t></w:r><w:proofErr w:type="spellEnd"/><w:r><w:t xml:space="preserve"> Luciana Fiorelli. “O ensino das Ciências Sociais/ Sociologia no Brasil: histórico e perspectivas”. Coleção Explorando o Ensino. 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w:rsidRPr="009B6D9C"><w:rPr><w:rStyle w:val="Refdenotaderodap"/></w:rPr><w:sym w:font="Symbol" w:char="F02A"/></w:r><w:r><w:t xml:space="preserve"> </w:t></w:r><w:r><w:rPr><w:color w:val="000000"/><w:sz w:val="20"/><w:szCs w:val="20"/></w:rPr><w:t>Universidade do Estado do Rio de Janeiro (UERJ)</w:t></w:r><w:r><w:rPr><w:sz w:val="20"/><w:szCs w:val="20"/></w:rPr><w:t xml:space="preserve">; professor Associado de Sociologia do Departamento de Ciências Humanas e Filosofia da Universidade do Estado do Rio de Janeiro. E-mail: </w:t></w:r><w:hyperlink r:id="rId1"><w:r><w:rPr><w:color w:val="1155CC"/><w:sz w:val="20"/><w:szCs w:val="20"/><w:u w:val="single"/></w:rPr><w:t>rodrigo.pain@gmail.com</w:t></w:r></w:hyperlink><w:r><w:rPr><w:sz w:val="20"/><w:szCs w:val="20"/></w:rPr><w:t xml:space="preserve">. ORCID: </w:t></w:r><w:hyperlink r:id="rId2"><w:r><w:rPr><w:color w:val="1155CC"/><w:sz w:val="20"/><w:szCs w:val="20"/><w:u w:val="single"/></w:rPr><w:t>https://orcid.org/0000-0003-2223-5110</w:t></w:r></w:hyperlink><w:r w:rsidR="00E55ECB"><w:rPr><w:sz w:val="20"/><w:szCs w:val="20"/></w:rPr><w:t>.</w:t></w:r></w:p></w:footnote><w:footnote w:id="2"><w:p w14:paraId="3D31411A" w14:textId="7B1AFBB6" w:rsidR="009B6D9C" w:rsidRPr="009B6D9C" w:rsidRDefault="009B6D9C" w:rsidP="009B6D9C"><w:pPr><w:pStyle w:val="Textodenotaderodap"/><w:ind w:firstLine="0"/></w:pPr><w:r w:rsidRPr="009B6D9C"><w:rPr><w:rStyle w:val="Refdenotaderodap"/></w:rPr><w:sym w:font="Symbol" w:char="F02A"/></w:r><w:r><w:t xml:space="preserve"> </w:t></w:r><w:r><w:rPr><w:color w:val="000000"/></w:rPr><w:t xml:space="preserve">Universidade do Estado do Rio de Janeiro (UERJ); </w:t></w:r><w:r><w:t>graduando em Ciências Sociais pela Universidade do Estado do Rio de Janeiro</w:t></w:r><w:r><w:rPr><w:color w:val="000000"/></w:rPr><w:t xml:space="preserve"> e estagiário bolsista do Programa de Incentivo à Docência na Graduação (PRODOCÊNCIA/ UERJ).</w:t></w:r><w:r w:rsidR="00E55ECB"><w:rPr><w:color w:val="000000"/></w:rPr><w:t xml:space="preserve"> </w:t></w:r><w:r w:rsidR="00E55ECB"><w:rPr><w:color w:val="000000"/></w:rPr><w:t xml:space="preserve">ORCID: </w:t></w:r><w:r w:rsidR="00E55ECB" w:rsidRPr="00E55ECB"><w:rPr><w:color w:val="000000"/></w:rPr><w:t>https://orcid.org/0009-0005-0602-0074</w:t></w:r><w:r w:rsidR="00E55ECB"><w:rPr><w:color w:val="000000"/></w:rPr><w:t>.</w:t></w:r></w:p></w:footnote></w:footnotes></pkg:xmlData></pkg:part><pkg:part pkg:name="/word/endnotes.xml" pkg:contentType="application/vnd.openxmlformats-officedocument.wordprocessingml.endnotes+xml"><pkg:xmlData><w:endnotes xmlns:wpc="http://schemas.microsoft.com/office/word/2010/wordprocessingCanvas" xmlns:cx="http://schemas.microsoft.com/office/drawing/2014/chartex" 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w:unhideWhenUsed="1"/><w:lsdException w:name="List Number 4" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="List Number 5" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Title" w:uiPriority="10" w:qFormat="1"/><w:lsdException w:name="Closing" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Signature" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Default Paragraph Font" w:semiHidden="1" w:uiPriority="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text Indent" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="List Continue" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="List Continue 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="List Continue 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="List Continue 4" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="List Continue 5" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Message Header" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Subtitle" w:uiPriority="11" w:qFormat="1"/><w:lsdException w:name="Salutation" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Date" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text First Indent" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text First Indent 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Note Heading" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text Indent 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Body Text Indent 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Block Text" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Hyperlink" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="FollowedHyperlink" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Strong" w:uiPriority="22" w:qFormat="1"/><w:lsdException w:name="Emphasis" w:uiPriority="20" w:qFormat="1"/><w:lsdException w:name="Document Map" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Plain Text" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="E-mail Signature" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Top of Form" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Bottom of Form" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Normal (Web)" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Acronym" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Address" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Cite" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Code" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Definition" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Keyboard" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Preformatted" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Sample" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Typewriter" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="HTML Variable" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Normal Table" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="annotation subject" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="No List" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Outline List 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Outline List 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Outline List 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Simple 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Simple 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Simple 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Classic 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Classic 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Classic 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Classic 4" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Colorful 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Colorful 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Colorful 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Columns 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Columns 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Columns 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Columns 4" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Columns 5" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 4" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 5" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 6" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 7" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid 8" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 4" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 5" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 6" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 7" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table List 8" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table 3D effects 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table 3D effects 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table 3D effects 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Contemporary" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Elegant" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Professional" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Subtle 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Subtle 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Web 1" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Web 2" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Web 3" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Balloon Text" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Table Grid" w:uiPriority="39"/><w:lsdException w:name="Table Theme" w:semiHidden="1" w:unhideWhenUsed="1"/><w:lsdException w:name="Placeholder Text" w:semiHidden="1"/><w:lsdException w:name="No Spacing" w:uiPriority="1" w:qFormat="1"/><w:lsdException w:name="Light Shading" w:uiPriority="60"/><w:lsdException w:name="Light List" w:uiPriority="61"/><w:lsdException w:name="Light Grid" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2" w:uiPriority="64"/><w:lsdException w:name="Medium List 1" w:uiPriority="65"/><w:lsdException w:name="Medium List 2" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3" w:uiPriority="69"/><w:lsdException w:name="Dark List" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading" w:uiPriority="71"/><w:lsdException w:name="Colorful List" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid" w:uiPriority="73"/><w:lsdException w:name="Light Shading Accent 1" w:uiPriority="60"/><w:lsdException w:name="Light List Accent 1" w:uiPriority="61"/><w:lsdException w:name="Light Grid Accent 1" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1 Accent 1" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2 Accent 1" w:uiPriority="64"/><w:lsdException w:name="Medium List 1 Accent 1" w:uiPriority="65"/><w:lsdException w:name="Revision" w:semiHidden="1"/><w:lsdException w:name="List Paragraph" w:uiPriority="34" w:qFormat="1"/><w:lsdException w:name="Quote" w:uiPriority="29" w:qFormat="1"/><w:lsdException w:name="Intense Quote" w:uiPriority="30" w:qFormat="1"/><w:lsdException w:name="Medium List 2 Accent 1" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1 Accent 1" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2 Accent 1" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3 Accent 1" w:uiPriority="69"/><w:lsdException w:name="Dark List Accent 1" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading Accent 1" w:uiPriority="71"/><w:lsdException w:name="Colorful List Accent 1" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid Accent 1" w:uiPriority="73"/><w:lsdException w:name="Light Shading Accent 2" w:uiPriority="60"/><w:lsdException w:name="Light List Accent 2" w:uiPriority="61"/><w:lsdException w:name="Light Grid Accent 2" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1 Accent 2" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2 Accent 2" w:uiPriority="64"/><w:lsdException w:name="Medium List 1 Accent 2" w:uiPriority="65"/><w:lsdException w:name="Medium List 2 Accent 2" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1 Accent 2" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2 Accent 2" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3 Accent 2" w:uiPriority="69"/><w:lsdException w:name="Dark List Accent 2" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading Accent 2" w:uiPriority="71"/><w:lsdException w:name="Colorful List Accent 2" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid Accent 2" w:uiPriority="73"/><w:lsdException w:name="Light Shading Accent 3" w:uiPriority="60"/><w:lsdException w:name="Light List Accent 3" w:uiPriority="61"/><w:lsdException w:name="Light Grid Accent 3" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1 Accent 3" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2 Accent 3" w:uiPriority="64"/><w:lsdException w:name="Medium List 1 Accent 3" w:uiPriority="65"/><w:lsdException w:name="Medium List 2 Accent 3" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1 Accent 3" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2 Accent 3" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3 Accent 3" w:uiPriority="69"/><w:lsdException w:name="Dark List Accent 3" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading Accent 3" w:uiPriority="71"/><w:lsdException w:name="Colorful List Accent 3" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid Accent 3" w:uiPriority="73"/><w:lsdException w:name="Light Shading Accent 4" w:uiPriority="60"/><w:lsdException w:name="Light List Accent 4" w:uiPriority="61"/><w:lsdException w:name="Light Grid Accent 4" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1 Accent 4" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2 Accent 4" w:uiPriority="64"/><w:lsdException w:name="Medium List 1 Accent 4" w:uiPriority="65"/><w:lsdException w:name="Medium List 2 Accent 4" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1 Accent 4" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2 Accent 4" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3 Accent 4" w:uiPriority="69"/><w:lsdException w:name="Dark List Accent 4" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading Accent 4" w:uiPriority="71"/><w:lsdException w:name="Colorful List Accent 4" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid Accent 4" w:uiPriority="73"/><w:lsdException w:name="Light Shading Accent 5" w:uiPriority="60"/><w:lsdException w:name="Light List Accent 5" w:uiPriority="61"/><w:lsdException w:name="Light Grid Accent 5" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1 Accent 5" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2 Accent 5" w:uiPriority="64"/><w:lsdException w:name="Medium List 1 Accent 5" w:uiPriority="65"/><w:lsdException w:name="Medium List 2 Accent 5" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1 Accent 5" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2 Accent 5" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3 Accent 5" w:uiPriority="69"/><w:lsdException w:name="Dark List Accent 5" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading Accent 5" w:uiPriority="71"/><w:lsdException w:name="Colorful List Accent 5" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid Accent 5" w:uiPriority="73"/><w:lsdException w:name="Light Shading Accent 6" w:uiPriority="60"/><w:lsdException w:name="Light List Accent 6" w:uiPriority="61"/><w:lsdException w:name="Light Grid Accent 6" w:uiPriority="62"/><w:lsdException w:name="Medium Shading 1 Accent 6" w:uiPriority="63"/><w:lsdException w:name="Medium Shading 2 Accent 6" w:uiPriority="64"/><w:lsdException w:name="Medium List 1 Accent 6" w:uiPriority="65"/><w:lsdException w:name="Medium List 2 Accent 6" w:uiPriority="66"/><w:lsdException w:name="Medium Grid 1 Accent 6" w:uiPriority="67"/><w:lsdException w:name="Medium Grid 2 Accent 6" w:uiPriority="68"/><w:lsdException w:name="Medium Grid 3 Accent 6" w:uiPriority="69"/><w:lsdException w:name="Dark List Accent 6" w:uiPriority="70"/><w:lsdException w:name="Colorful Shading Accent 6" w:uiPriority="71"/><w:lsdException w:name="Colorful List Accent 6" w:uiPriority="72"/><w:lsdException w:name="Colorful Grid Accent 6" w:uiPriority="73"/><w:lsdException w:name="Subtle Emphasis" w:uiPriority="19" w:qFormat="1"/><w:lsdException w:name="Intense Emphasis" w:uiPriority="21" w:qFormat="1"/><w:lsdException w:name="Subtle Reference" w:uiPriority="31" w:qFormat="1"/><w:lsdException w:name="Intense Reference" w:uiPriority="32" w:qFormat="1"/><w:lsdException w:name="Book Title" w:uiPriority="33" w:qFormat="1"/><w:lsdException w:name="Bibliography" w:semiHidden="1" w:uiPriority="37" w:unhideWhenUsed="1"/><w:lsdException w:name="TOC Heading" w:semiHidden="1" w:uiPriority="39" w:unhideWhenUsed="1" w:qFormat="1"/><w:lsdException w:name="Plain Table 1" w:uiPriority="41"/><w:lsdException w:name="Plain Table 2" w:uiPriority="42"/><w:lsdException w:name="Plain Table 3" w:uiPriority="43"/><w:lsdException w:name="Plain Table 4" w:uiPriority="44"/><w:lsdException w:name="Plain Table 5" w:uiPriority="45"/><w:lsdException w:name="Grid Table Light" w:uiPriority="40"/><w:lsdException w:name="Grid Table 1 Light" w:uiPriority="46"/><w:lsdException w:name="Grid Table 2" w:uiPriority="47"/><w:lsdException w:name="Grid Table 3" w:uiPriority="48"/><w:lsdException w:name="Grid Table 4" w:uiPriority="49"/><w:lsdException w:name="Grid Table 5 Dark" w:uiPriority="50"/><w:lsdException w:name="Grid Table 6 Colorful" w:uiPriority="51"/><w:lsdException w:name="Grid Table 7 Colorful" w:uiPriority="52"/><w:lsdException w:name="Grid Table 1 Light Accent 1" w:uiPriority="46"/><w:lsdException w:name="Grid Table 2 Accent 1" w:uiPriority="47"/><w:lsdException w:name="Grid Table 3 Accent 1" w:uiPriority="48"/><w:lsdException w:name="Grid Table 4 Accent 1" w:uiPriority="49"/><w:lsdException w:name="Grid Table 5 Dark Accent 1" w:uiPriority="50"/><w:lsdException w:name="Grid Table 6 Colorful Accent 1" w:uiPriority="51"/><w:lsdException w:name="Grid Table 7 Colorful Accent 1" w:uiPriority="52"/><w:lsdException w:name="Grid Table 1 Light Accent 2" w:uiPriority="46"/><w:lsdException w:name="Grid Table 2 Accent 2" w:uiPriority="47"/><w:lsdException w:name="Grid Table 3 Accent 2" w:uiPriority="48"/><w:lsdException w:name="Grid Table 4 Accent 2" w:uiPriority="49"/><w:lsdException w:name="Grid Table 5 Dark Accent 2" w:uiPriority="50"/><w:lsdException w:name="Grid Table 6 Colorful Accent 2" w:uiPriority="51"/><w:lsdException w:name="Grid Table 7 Colorful Accent 2" w:uiPriority="52"/><w:lsdException w:name="Grid Table 1 Light Accent 3" w:uiPriority="46"/><w:lsdException w:name="Grid Table 2 Accent 3" 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w:uiPriority="47"/><w:lsdException w:name="Grid Table 3 Accent 5" w:uiPriority="48"/><w:lsdException w:name="Grid Table 4 Accent 5" w:uiPriority="49"/><w:lsdException w:name="Grid Table 5 Dark Accent 5" w:uiPriority="50"/><w:lsdException w:name="Grid Table 6 Colorful Accent 5" w:uiPriority="51"/><w:lsdException w:name="Grid Table 7 Colorful Accent 5" w:uiPriority="52"/><w:lsdException w:name="Grid Table 1 Light Accent 6" w:uiPriority="46"/><w:lsdException w:name="Grid Table 2 Accent 6" w:uiPriority="47"/><w:lsdException w:name="Grid Table 3 Accent 6" w:uiPriority="48"/><w:lsdException w:name="Grid Table 4 Accent 6" w:uiPriority="49"/><w:lsdException w:name="Grid Table 5 Dark Accent 6" w:uiPriority="50"/><w:lsdException w:name="Grid Table 6 Colorful Accent 6" w:uiPriority="51"/><w:lsdException w:name="Grid Table 7 Colorful Accent 6" w:uiPriority="52"/><w:lsdException w:name="List Table 1 Light" w:uiPriority="46"/><w:lsdException w:name="List Table 2" w:uiPriority="47"/><w:lsdException 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