Abstract

ARROYO, Miguel G.. The Social Movements and the construction of other curricula. Educ. Rev. [online]. 2015, n.55, pp.47-68. ISSN 0104-4060.  https://doi.org/10.1590/0101-4360.39832.

The article highlights the following issues: firstly, what questions, knowledge, cultures and values have brought about the diversity of social movements; and secondly, how to incorporate them into the design of training curricula for teachers-educators and in the curricula of basic education development in the schools of rural, indigenous, maroon and forest populations. Two assumptions guide the analysis: the first being that rural, indigenous and maroon education shall not become effective until educators actualise it in their training and in their teaching practices in schools. The second being that this shall not become effective until there is a move forward in building curricula that reflect the concepts, knowledge, cultures and values that the social movements produce, also becoming their subjects. The text highlights the following dimensions brought about by social movements which can be used to develop other curricula: being open to consciousness change that strengthens the specificity of the right to education of rural workers, indigenous peoples, maroons; guaranteeing their right to the knowledge produced by the diversity of social movements in diverse forms of production, labour and resistance; developing curricula that recognizes and strengthens the diversity of cultures, memories, identities and symbolic universes of learners; ensuring that they also get to know themselves as subjects who produce knowledge, cultures, values and history; Putting this knowledge into horizontal dialogues with the knowledge produced by humanity.

Keywords : education; curriculum; social movements; peasants; indigenous and maroon peoples.

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