Resumo

SILVA, Janssen Felipe da  e  SANTOS, Aline Renata dos. National curricular directives for indigenous and quilombola school education: envisioning curricular horizons other. Educ. Teoria Prática [online]. 2024, vol.34, n.68, e52. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v34.n.68.s18638.

The article deals with the national curricular guidelines for indigenous and quilombola school education through the theoretical lens of post-colonial studies. We aim to highlight the principles of indigenous and quilombola school education as a tool capable of building possibilities for other curricula that make epistemic, social, political and pedagogical ruptures. We assume that the curricular guidelines contribute to envisioning other curricular horizons from the perspective of ethnic-racial difference. We used documentary research and content analysis. The results showed the presence of three principles of indigenous and quilombola school education that guide these guidelines: epistemological, socio-political and didactic-pedagogical. These principles are the result of pressure and proposals from indigenous and quilombola social movements. We also see that the curricular guidelines are based on identities in politics, as they unveil the oppressive mechanisms and propose other curricular models close to curricular decolonization. Finally, we emphasize that dealing with curricular policies means highlighting the colonial difference and the colonial wounds therein, understanding such policies as the fruit of border thinking.

Palavras-chave : Curriculum directives; Indigenous school education; Quilombola school education; Post-colonial curriculum.

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