Resumen

SANTOS, Marcio Antonio Raiol dos; BENTES, Lívia Maria Neves  y  BARBOSA, Suellen Ferreira. Curriculum, Physical Education, and multiculturalism: An analysis of a colonized riverine curriculum. Educ. Puc. [online]. 2019, vol.24, n.2, pp.300-317.  Epub 19-Jun-2019. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v24n2a4301.

In multicultural societies, the school hosts a busy intersection of cultures. Historically, however, these crossings occurred within asymmetric relations of power, with dominant cultures’ knowledge usually prevailing over the knowledge of popular culture, stressing the need to question this scenario. This research analyzes the pysical education component of the Curricular Matrix for Elementary School - Final Years (6th to 9th year), from the city Cametá (Pará, Brazil) proposed in 2017 by the Municipal Education Secretariat. From the analysis of the document, we investigated elements that characterize it as a colonized curriculum, debating and reflecting on the guiding principles of a multicultural curriculum that values ​​the cultural-corporal heritage of the riverside. The results point to the need for a collectively constructed riverside curriculum that takes into consideration the knowledge of a people that has its cultural production woven with the conviviality with rivers and the forest.

Palabras clave : Riverine Culture; Curriculum; Physical School education; Multiculturalism.

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