<?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>S1809-38762019000401781</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1781-1807</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EUROCENTRISMO E CURRÍCULO: APONTAMENTOS PARA UMA CONSTRUÇÃO CURRICULAR NÃO EUROCÊNTRICA E DECOLONIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[EUROCENTRISM AND CURRICULUM: POINTS FOR NON-EUROCENTRIC AND DECOLONIAL CURRICULAR CONSTRUCTION]]></article-title>
<article-title xml:lang="es"><![CDATA[EUROCENTRISMO Y CURRÍCULO: PUNTOS PARA LA CONSTRUCCIÓN CURRICULAR NO EUROCÉNTRICA Y DECOLONIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[Alessandro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[Débora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Unicentro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,rede municipal de Guarapuava  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1781</fpage>
<lpage>1807</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401781&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401781&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401781&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Pensamento Decolonial Latino-Americano emerge de um grupo de teóricos e teóricas localizados epistemicamente no sul do mundo, cujas reflexões partem da ferida colonial, daqueles e daquelas que tiveram suas vozes e experiências suprimidas pela colonização e modernização. Diante disso, o objetivo que guia a escrita deste texto é analisar as discussões sobre o currículo e a proposta alternativa de educação encabeçada pelo movimento zapatista via pensamento decolonial, a fim de contribuir para uma construção curricular não eurocêntrica, decolonial e decolonizadora. Para tanto, realizou-se uma pesquisa teórica buscando elementos no pensamento decolonial, nas teorias críticas e não críticas do currículo, e na proposta alternativa de educação encabeçada pelo zapatismo, a fim de contribuir para a reflexão sobre o eurocentrismo no currículo. A partir dessa análise, percebe-se que o currículo dentro das tendências tradicional, tecnicista e renovada representa vários aspectos da colonialidade do poder, ser e saber, excluindo os conhecimentos e identidades dos povos e grupos sociais subalternizados. E que mesmo quando tendências críticas procuraram repensar o currículo dentro do pensamento ocidental, isso aconteceu dentro das orientações do pensamento eurocêntrico, apesar de constituírem importantes contribuições. No entanto, as alternativas de educação dos movimentos sociais latino-americanos, como o zapatismo, apontam e já constroem uma educação decolonial e não eurocêntrica. Tal discussão torna-se importante na medida em que uma transformação social só é possível juntamente com uma transformação epistêmica, já que a racionalidade ocidental sustenta e sustenta-se sobre o mundo moderno/colonial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Latin American Decolonial Thought emerges from a group of theoretical epistemically located in the south of the world, whose reflections depart from the colonial wound, of those who had their voices and experiences suppressed by colonization and modernization. Therefore, what is writing guide of this text is to analyze the discussions about the curriculum and the alternative proposal of education headed by the Zapatista movement through the decolonial thought, in order to contribute to a non-Eurocentric, decolonial e decolonizing curricular construction. For this purpose, a theoretical research looking for elements in decolonial thought, in critical and noncritical theories of the curriculum, and in alternative proposal of education headed by Zapatismo, in order to contribute to the reflection on eurocentrism in the curriculum. From this analysis, it is perceived that the curriculum within the traditional trends, technical and renewed, represent several aspects of the coloniality of power, being and knowing, excluding the knowledge and identities of subalternized peoples and social groups. And that even when critical trends sought to rethink the curriculum within Western thought, this happened within the orientations of the Eurocentric thinking, although they constitute important contributions. However, the education alternatives of Latin American social movements, such as zapatismo, point out and already construct a decolonial and non-Eurocentric education. Such a discussion becomes important insofar as a social transformation is possible only together with an epistemic transformation, since Western rationality sustains and sustains itself over the modern/colonial world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El PensamientoDecolonialLatinoamericano emerge de un grupo de teóricos y teóricas localizados epistémicamenteenelsurdel mundo, cuyas reflexiones parten de laherida colonial, de aquellos y aquellas que tuvieron sus voces y experiencias suprimidas por lacolonización y modernización. En este sentido, el objetivo que guíala escritura de este texto es analizarlasdiscusiones sobre el currículo y lapropuesta alternativa de educaciónencabezada por elmovimiento zapatista víapensamientodecolonial, a fin de contribuir a una construcción curricular no eurocéntrica, decolonial y decolonizadora. Para ello, fue realizada una investigación teórica buscando elementos enelpensamientodecolonial, teorías críticas y no críticasdel currículo, y enlapropuesta alternativa de educaciónencabezada por elzapatismo, a fin de contribuir a lareflexión sobre eleurocentrismoenel currículo. A partir de eseanálisis, se percibe que el currículo dentro de lastendências tradicional, tecnicista y renovada representa varios aspectos de lacolonialidaddel poder, ser y saber, excluyendolosconocimientos e identidades de lospueblos y grupos sociales subalternizados. Y que incluso cuandolastendencias críticas buscaban repensar el currículo dentro delpensamientooccidental, esosucedió dentro de lasorientacionesdelpensamientoeurocéntrico, a pesar de constituir importantes contribuciones. Sin embargo, las alternativas de educación de losmovimientossocialeslatinoamericanos, como elzapatismo, apuntan y yaconstruyen una educacióndecolonial y no eurocéntrica. Tal discusión se vuelve importante enla medida en que una transformación social sólo es posible junto com una transformación epistémica, ya que laracionalidadoccidentalsostiene y sostiene a símisma sobre el mundo moderno/colonial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Eurocentrismo]]></kwd>
<kwd lng="pt"><![CDATA[Colonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Movimento zapatista]]></kwd>
<kwd lng="en"><![CDATA[Eurocentrism]]></kwd>
<kwd lng="en"><![CDATA[Coloniality]]></kwd>
<kwd lng="en"><![CDATA[Zapatistamovement]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Eurocentrismo]]></kwd>
<kwd lng="es"><![CDATA[Colonialidad]]></kwd>
<kwd lng="es"><![CDATA[Movimiento zapatista]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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