Resumo

KAWAKAMI, Érica Aparecida. Curriculum, disturbances and challenges: indigenous people in brazilian universities. Rev. Bras. Educ. [online]. 2019, vol.24, e240006.  Epub 26-Fev-2019. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782019240006.

Curricular history of Brazilian public universities has showed their commitment with conceptions and representations forged in colonial relationships, so that the forms of production, validation, application and knowledge circulation are still disputed based on a Western, Eurocentric, racialized epistemological matrix in their spaces. So, we question whether the indigenous presences in the universities, enlarged in the las decade, can constitute the possibility of producing new meaning and arrangements regarding differences. Do such presences tend to cause ruptures into curricular matrices, stressing other materializations of knowledge? Do the categories with which we have worked out the definition of this knowledge account for the indigenous demand that literally gains shape in the university? The experience in progress in some universities allowed the indigenous presence to be conceived as a possibility of curricular displacements.

Palavras-chave : indigenous people in universities; geopolitic of knowledge; curriculum.

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