Decoloniality and adult education: an agenda for confronting coloniality

This paper aims to comprehensively examine the potential theoretical contributions of decolonial perspectives to rethink Adult Education (AE), in the context of confronting the coloniality of knowledge. This research takes the form of a theoretical–conceptual essay, based on experiences derived from the first author's trajectory as a teacher, coordinator and researcher in school-based AE, in Brazil. The theoretical framework is built upon the intersection of two research domains: (a) decolonial studies, with a specific emphasis on decolonial pedagogy, which underpins the theoretical-reflective construction of the entire research; (b) the field of AE, highlighting an understanding of the conditions of its students, who are subjugated by coloniality, capitalism, and cis-heteropatriarchy, as well as the philosophy of lifelong education. The theoretical evidence demonstrates that a significant potential emerges from the intersection of these domains. This dialogue informed the proposal of an insurgent agenda comprised of six programmes for confronting coloniality in Adult Education.