Abstract

CAVALCANTE, Valéria Campos  and  MARINHO, Paulo. CURRICULAR DECOLONIZATION IN A QUILOMBOLA SCHOOL - POSSIBILITY OF A MORE CURRICULAR AND SOCIAL JUSTICE. e-Curriculum [online]. 2019, vol.17, n.3, pp.963-989.  Epub Oct 28, 2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p963-989.

This article highlights the construction and development of a curricular decolonization based on cultural knowledge funds and curricular recontextualization processes based on the diversity of knowledge of a Quilombola community. It was based on an intervention-collaborative research that assumed as general objective the construction and development of counterhegemonic curricula, in the sense of allowing more curricular and social justice, in contexts characterized by strong exclusions of several orders. The study involved students and teachers of Elementary Education, students and professors/researchers of Higher Education. The experience of this curriculum allowed to extrapolate hegemonic curriculum embedded in epistemological legacies of colonialism, in which students weave their practices from existing knowledge networks, increasing knowledge about culture of community in which they live. It allowed the recognition, reconstruction and strengthening of a cultural identity and promoted more motivation and active participation in the construction of students’ learning, constituting a possibility of greater curricular and social justice.

Keywords : Curriculum; Curricular and social justice; Quilombola School; Curricular decolonization.

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