Desafios e perspectivas para a construção de práticas educacionais contra-hegemônicas no Brasil

This article aims to analyze how the Maria Felipa School, located in Salvador, Bahia, constitutes a pedagogical experiment in resistance to the coloniality of knowledge (Quijano, 2005) and epistemic racism (Grosfoguel, 2016), proposing an Afrocentric and anti-racist curriculum. From a critical and decolonial perspective, and in dialogue with authors such as Walter Mignolo (2023), Catherine Walsh (2009), Silvia Rivera Cusicanqui (2021), Paulo Freire (1970), Nilma Lino Gomes (2007-2021) and Bárbara Carine Soares Pinheiro (2023) the study seeks to understand how this educational project challenges the hegemony of Eurocentric epistemologies still prevalent in Brazilian public policies and school curricula. The research adopts a qualitative approach, based on a literature review and analysis of the practices developed at the Maria Felipa School. Despite legal advances, such as Laws 10.639/03 and 11.645/08, a monocultural logic persists in formal education. The study argues that experiences like that of the Maria Felipa School point to viable paths for building a pluralistic, critical school committed to social and epistemic justice.