Abstract

REIS, Graça Regina Franco da Silva. Narratives of practical experience as cognitive justice possibilities. e-Curriculum [online]. 2016, vol.14, n.4, pp.1332-1357. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i4p1332.

The present article intends to focus on ordinary curriculum production as time and space full of cognitive justice possibilities and consequently social justice. For this purpose, I briefly discuss about the imposition of the modern occidental thinking which favors their own developmental and monocultural logic over other logics, seeking to legitimate one way of living. Henceforth, in a way to approximate a more emancipating practice, I propose that curriculums should be designed in a more ecological form, bringing more than a theoretical discussion : a practical experience narrative lived by me during the 2016 year with the 4 grade of elementary school, at Colegio de Aplicação da UFRJ, understanding it as potential environment for discussion about social justice and cognitive justice. In this regard, I bring seven clues which I have found along the way and since then I have being following as a teacher/researcher, taking it into account not as truths but as signs, remnants, and indications.

Keywords : Social Justice; Cognitive Justice; Curriculum; Narrative.

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