Abstract

LISBOA, Edson da Silva Rodrigues  and  LOPES, Luís Fernando. INTERCULTURAL /DECOLONIAL EVALUATION IN THE CURRICULUM OF PHILOSOPHY COURSES AS SOCIAL EMANCIPATION. Revista Teias [online]. 2023, vol.24, n.esp, pp.33-45.  Epub Nov 22, 2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.64379.

An analysis of the course menus of philosophy courses in 5 federal universities from an intercultural and decolonial perspective is presented. The problem is that the curriculum is not equitable, since it is not directed to social minorities. The hypothesis is that an intercultural and decolonial curriculum perspective is partially present in the syllabus of some universities. The goal is to present some disciplines that create conditions to rethink the curriculum. It is anchored in the conceptions of curriculum by Sacristán (2000) and Silva (1995), the notions of emancipation in Saul (2010), and Freire (1996) and the concepts of evaluation by Both and Martins (2016). The methodology is qualitative and exploratory, and the results allow interpreting that it is possible to reorganize the curriculum, provided that some points are reviewed.

Keywords : evaluation; decolonial curriculum; social minorities..

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