PESQUISA-INTERVENÇÃO NA EXTENSÃO UNIVERSITÁRIA: UMA OPÇÃO DECOLONIAL À PRODUÇÃO DE CONHECIMENTO.

This article is an invitation to decolonial thinking/doing, through the articulation between intervention research and university extension, as one of the many possible options to coloniality that can permeate research in Human and Social Sciences. Based on a study in Developmental and School Psychology, carried out with members of historically marginalized groups in public universities (people from poor inner-city neighbourhoods, black people, indigenous people, people in vulnerable housing situations, people from deprived rural areas, etc.) in an university extension project, it is evident that involvement with these projects offers interesting possibilities for exercising protagonism and dialogue in the trajectories of those involved, giving visibility and audibility to disqualified knowledge and experiences. The role of the researcher in the constitution of decolonial dynamics for the production of knowledge with the subalterns is emphasized, to overcoming the coloniality of knowledge and being. [ABSTRACT FROM AUTHOR]