Resumo

SOUZA, Diogo Bandeira de; SANTOS, Maria Walburga dos  e  DOIN, Rafael Romeiro. The curricular pedagogical proposal of the indigenousletters course at the State University of Ponta Grossa-PR:. e-Curriculum [online]. 2022, vol.20, n.2, pp.534-551.  Epub 21-Nov-2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2022v20i2p534-551.

The article develops an analysis of the Curricular Pedagogical Proposal of the Letters Course at the State University of Ponta Grossa, Paraná (Brazil) in order to promote a decolonial reading of the curriculum proposed by the institution. Decolonial epistemology shows itself as an alternative of knowledge that gives voices to other forms of thought that not only come from the European or American canon. It is an epistemology that is added to others and does not aim to replace knowledge, but to expand the conception of valid knowledge. The text will seek, mainly, to explain the relationship(s) between curricullum and identity, trying to reflectinterfaces/possibilities established between curriculum and indigenous educational issues, considering, among others, the thinking of Tomaz T. da Silva, Alice C. Lopes, Elizabeth Macedo, Stuart Hall, Kathryn Woodward, as well as Walter Mignolo, Boaventura de S. Santos, Daniel Munduruku, and Paulo Freire.

Palavras-chave : curriculum; identity; decoloniality.

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