Is it Enough to Talk about Women? Law 14,986/24 from a decolonial feminist approach

Abstract

This essay problematizes Law nº 14,986/2024, which mandates the inclusion of feminine approaches in school curricula, and other norms that target basic education curricula under the banner of promoting equality between men and women. The neoliberal and neoconservative context of the law’s production and approval instigates us to question what, a priori, is interpreted as “progress.” Based on theories from black and decolonial feminisms, articulated with the notion of functional and critical interculturality (Walsh, 2012), we problematize the scope of said law for Brazilian basic education curricula. We argue in favor of a feminist, intercultural, and decolonial approach in Brazilian school curricula.