<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000300963</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p963-989</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A DESCOLONIZAÇÃO CURRICULAR EM UMA ESCOLA QUILOMBOLA - UMA POSSIBILIDADE DE MAIS JUSTIÇA CURRICULAR E SOCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR DECOLONIZATION IN A QUILOMBOLA SCHOOL - POSSIBILITY OF A MORE CURRICULAR AND SOCIAL JUSTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[LA DECOLONIZACIÓN CURRICULAR EN UNA ESCUELA DE QUILOMBOLA - UNA POSIBILIDAD DE MÁS JUSTICIA CURRICULAR Y SOCIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAVALCANTE]]></surname>
<given-names><![CDATA[Valéria Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARINHO]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>963</fpage>
<lpage>989</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000300963&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000300963&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000300963&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo destaca a construção e o desenvolvimento de uma descolonização curricular assente em fundos de conhecimentos culturais e processos de recontextualização curricular aportados na diversidade de conhecimentos de uma comunidade quilombola. Teve por base uma pesquisa interventiva-colaborativa que assumiu como objetivo geral a construção e o desenvolvimento de currículos contra-hegemônicos, no sentido de possibilitar mais justiça curricular e social, em contextos caracterizados por vigorosas exclusões de várias ordens. O estudo envolveu alunos e professoras do Ensino Fundamental, estudantes e professores/pesquisadores do Ensino Superior. A vivência desse currículo permitiu extrapolar o currículo hegemônico engessado a legados epistemológicos do colonialismo, em que os alunos teceram suas práticas, a partir de redes de conhecimentos já existentes, ampliando saberes sobre a cultura da comunidade em que vivem. Permitiu o reconhecimento, a reconstrução e o fortalecimento de uma identidade cultural e promoveu uma motivação e uma participação mais ativa na construção das aprendizagens dos alunos, constituindo-se em uma possibilidade de mais justiça curricular e social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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&#8217; learning, constituting a possibility of greater curricular and social justice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo destaca la construcción y el desarrollo de una descolonización curricular basada en fondos de conocimiento cultural y procesos de recontextualización curricular basados &#8203;&#8203;en la diversidad de conocimiento de una comunidad de quilombola. Se basó en una investigación de intervención-colaboración que asumió como objetivo general la construcción y el desarrollo de currículo escolar contrahegemónicos, en el sentido de posibilitar más justicia curricular y social, en contextos caracterizados por exclusiones vigorosas de varias órdenes. El estudio involucró a estudiantes y profesores de educación primaria, estudiantes y professores/ investigadores de educación superior. La experiencia de este currículo nos permitió extrapolar el currículo hegemónico integrado en los legados epistemológicos del colonialismo, en el que los estudiantes tejen sus prácticas a partir de las redes de conocimiento existentes, aumentando el conocimiento sobre la cultura de la comunidad en la que viven. Permitió el reconocimiento, reconstrucción y fortalecimiento de una identidad cultural y promovió la motivación y una participación más activa en la construcción del aprendizaje de los estudiantes, lo que constituye una posibilidad de más justicia curricular y social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Justiça curricular e social]]></kwd>
<kwd lng="pt"><![CDATA[Escola quilombola]]></kwd>
<kwd lng="pt"><![CDATA[Descolonização curricular]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Curricular and social justice]]></kwd>
<kwd lng="en"><![CDATA[Quilombola School]]></kwd>
<kwd lng="en"><![CDATA[Curricular decolonization]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Justicia curricular y social]]></kwd>
<kwd lng="es"><![CDATA[Escuela Quilombola]]></kwd>
<kwd lng="es"><![CDATA[Descolonización curricular]]></kwd>
</kwd-group>
</article-meta>
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