<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000402020</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.087.ds14</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhando ao lado das infâncias e produzindo currículos afropindorâmicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Walking alongside children and producing Afro-Pindoramic curricula]]></article-title>
<article-title xml:lang="es"><![CDATA[Acompañando a la infancia y elaborando planes de estudio afropindorámicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Allan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Perseu Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Luís Paulo Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro, Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Colégio Pedro II Departamento de Anos Iniciais do Ensino Fundamental ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Instituto de Aplicação Fernando Rodrigues da Silveira ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>87</numero>
<fpage>2020</fpage>
<lpage>2033</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000402020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000402020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000402020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo parte de um conjunto de pesquisas, abordando a relação entre infâncias e currículos antirracistas, buscando um mundo mais plural e coletivo. Metodologicamente, o trabalho se baseia na ideia de "caminhar ao lado" das infâncias, inspirada em Perseu Silva (2025) e Trinh T. Minh-ha (2015), o que significa uma parceria horizontal e a escuta das crianças para provocar mudanças curriculares. As teorizações baseiam-se em Conceição Evaristo, bell hooks, Nilma Lino Gomes e Negô Bispo, entre outros, problematizando a racialização das infâncias e a invisibilização de crianças negras e indígenas no currículo hegemônico, que historicamente tem operado como dispositivo de exclusão. Propõe-se a criação de currículos afropindorâmicos que acolham as vozes e epistemologias das infâncias racializadas, entendendo as crianças como sujeitos de direitos e saberes. Para isso, o currículo deve ser um espaço de criação coletiva, afeto e pertencimento, rompendo com sua neutralidade e intocabilidade. A luta por um currículo decolonial crítico antirracista implica em "desnudar" seus alicerces coloniais e suspeitar de narrativas hegemônicas que dissimulam a colonialidade do saber, do poder e do ser. À guisa de conclusão afirma-se que a infância, especialmente a negra e indígena, deve ser reconhecida como um território fértil de aprendizado mútuo, reencantamento do mundo e insurgência, capaz de perturbar as certezas e romper os pactos de silenciamento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is based on a set of studies addressing the relationship between childhood and anti-racist curricula, seeking a more pluralistic and collective world. Methodologically, the work is based on the idea of &#8220;walking alongside&#8221; childhood, inspired by Perseu Silva (2025) and Trinh T. Minh-ha (2015), which means a horizontal partnership and listening to children to bring about curricular changes. The theorizations are based on Conceição Evaristo, bell hooks, Nilma Lino Gomes, and Negô Bispo, among others, problematizing the racialization of childhood and the invisibility of black and indigenous children in the hegemonic curriculum, which has historically operated as a device of exclusion. The creation of Afro-Pindoramic curricula is proposed, which welcome the voices and epistemologies of racialized childhoods, understanding children as subjects of rights and knowledge. For this, the curriculum must be a space for collective creation, affection, and belonging, breaking with its neutrality and untouchability. The struggle for a critical anti-racist decolonial curriculum involves &#8220;laying bare&#8221; its colonial foundations and questioning hegemonic narratives that conceal the coloniality of knowledge, power, and being. In conclusion, it is affirmed that childhood, especially black and indigenous childhood, must be recognized as a fertile territory for mutual learning, re-enchantment with the world, and insurgency, capable of disrupting certainties and breaking the pacts of silencing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se basa en un conjunto de estudios que abordan la relación entre la infancia y los currículos antirracistas, buscando un mundo más pluralista y colectivo. Metodológicamente, el trabajo se basa en la idea de acompañar a la infancia, inspirada por Perseu Silva (2025) y Trinh T. Minh-ha (2015), lo que implica una colaboración horizontal y la escucha de los niños para generar cambios curriculares. Las teorizaciones se basan en Conceição Evaristo, bell hooks, Nilma Lino Gomes y Negô Bispo, entre otros, que problematizan la racialización de la infancia y la invisibilidad de la infancia negra e indígena en el currículo hegemónico, que históricamente ha operado como un dispositivo de exclusión. Se propone la creación de currículos afropindorámicos que acojan las voces y epistemologías de las infancias racializadas, entendiendo a los niños como sujetos de derechos y conocimiento. Para ello, el currículo debe ser un espacio de creación colectiva, afecto y pertenencia, rompiendo con su neutralidad e intocabilidad. La lucha por un currículo decolonial, crítico y antirracista implica revelar sus fundamentos coloniales y cuestionar las narrativas hegemónicas que ocultan la colonialidad del conocimiento, el poder y el ser. En conclusión, se afirma que la infancia, especialmente la infancia negra e indígena, debe ser reconocida como un territorio fértil para el aprendizaje mutuo, el reencanto con el mundo y la insurgencia, capaz de perturbar las certezas y romper los pactos de silenciamiento..]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infâncias]]></kwd>
<kwd lng="pt"><![CDATA[Currículos]]></kwd>
<kwd lng="pt"><![CDATA[Insurgências]]></kwd>
<kwd lng="pt"><![CDATA[Caminhar ao lado]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos afropindorâmicos.]]></kwd>
<kwd lng="en"><![CDATA[Childhoods]]></kwd>
<kwd lng="en"><![CDATA[Curricula]]></kwd>
<kwd lng="en"><![CDATA[Insurgencies]]></kwd>
<kwd lng="en"><![CDATA[Walking alongside]]></kwd>
<kwd lng="en"><![CDATA[Afro-Pindoramic knowledge.]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Currículos]]></kwd>
<kwd lng="es"><![CDATA[Insurgencias]]></kwd>
<kwd lng="es"><![CDATA[Caminando junto a]]></kwd>
<kwd lng="es"><![CDATA[Saberes afropindorámicos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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