THINKING ABOUT A DECOLONIZING EDUCATION FOR GUINEA-BISSAU FROM THE EXPERIENCE OF HISTORICALLY COLONIZED PEOPLE

Abstract

This work adresses the historical contexto of Guinea-Bissau in conjuction with the developement of education historically and the observe needs/demandas of an education that needs tô bê effectevely consolidated as less colonial in the country. For this analysis we chose the bibliographic research as a way to raise a debate about the referentes and presenting the weaknesses/feeblenesses of the Guinean educational system, in addition tô presenting some solutions to critical thinking in education. It was understood in the course of the discussion that severa problems constitute/establish the weaknesses/debilities and limitations of the Guinean educational system, however the problems do not originate only in the economic condition as the country is presented to the world, but rather and above all, in the colonial patterns that were part of the historical process of European colonization around the world ant that are still part of Guinean educational thinking and a good layer of its political class permeated by mental colonialism and the colonialities of power, knowledge and being.