Resumen

DINIZ, Vanessa Lessio  y  MOURA, Osmar Oliveira de. CURRICULUM AND IMPLEMENTATION OF THE GEOGRAPHY NCCB IN THE AMAZON CONTEXT: INTERLOCUTIONS FOR THE CONSTRUCTION OF DECOLONIAL PEDAGOGIES. e-Curriculum [online]. 2020, vol.18, n.4, pp.1668-1690.  Epub 20-Ene-2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i4p1668-1690.

The purpose of this article is to contribute to discussions on the implementation of the National Common Curricular Base (NCCB), by investigating evidence of coloniality present in the interlocutions experienced in the Extension Project “Interlocutions on the implementation of the NCCB in Geography: building regional educational practices”. Based on the post-critical and post-structuralist perspective of Ernesto Laclau and Chantal Mouffe's Theory of Discourse, we understand that the design and implementation of the NCCB are fraught with discursive disputes between political contexts, institutional conceptions and social actors involved in this process. Methodologically, from the analysis of the statements of our interlocutors, we found that decolonial pedagogies can build new forms of representations, meanings and geographical knowledge in view of the syllabus prescribed in this curricular document.

Palabras clave : Curricular documents; School geography; Interlocutions of knowledge; Educational practices; Tocantins.

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