<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000200103</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.68.s18638</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diretrizes curriculares nacionais da educação escolar indígena e quilombola: vislumbrando horizontes curriculares outros]]></article-title>
<article-title xml:lang="en"><![CDATA[National curricular directives for indigenous and quilombola school education: envisioning curricular horizons other]]></article-title>
<article-title xml:lang="es"><![CDATA[Directrices curriculares nacionales de la educación escolar indígena y quilombola: vislumbrando horizontes curriculares otros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Janssen Felipe da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Aline Renata dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo trata das diretrizes curriculares nacionais da educação escolar indígena e quilombola através da lente teórica dos estudos pós-coloniais. Temos como objetivo evidenciar os princípios da educação escolar indígena e quilombola como ferramenta capaz de construir possibilidades de currículos outros que realizem rupturas epistêmicas, sociais, políticas e pedagógicas. Pressupomos que as diretrizes curriculares contribuem para vislumbrarmos horizontes curriculares outros a partir da ótica da diferença étnico-racial. Fazemos uso da pesquisa documental e da análise de conteúdo. Os resultados demonstraram a presença de três princípios da educação escolar indígena e quilombola que orientam as referidas diretrizes, a saber: epistemológicos, sociopolíticos e didático-pedagógicos. Esses princípios decorrem das pressões e das proposições dos movimentos sociais indígena e quilombola. Percebemos, ainda, que as diretrizes curriculares estão fundadas em identidades em políticas, pois desvelam os mecanismos opressores e são propositivas de modelos curriculares outros próximos da descolonização curricular. Por fim, destacamos que tratar de políticas curriculares é evidenciar a diferença colonial e, nela, as feridas coloniais, compreendendo tais políticas enquanto fruto de pensamentos de fronteiras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda las directrices curriculares nacionales de la educación escolar indígena y quilombola a través de la lente teórica de los estudios poscoloniales. Nuestro objetivo es resaltar los principios de la educación escolar indígena y quilombola como una herramienta capaz de construir posibilidades de currículos otros que provocan rupturas epistémicas, sociales, políticas y pedagógicas. Asumimos que las directrices curriculares contribuyen a que vislumbremos horizontes curriculares otros desde la perspectiva de la diferencia étnico-racial. Utilizamos la investigación documental y el análisis de contenido. Los resultados mostraron la presencia de tres principios de la educación escolar indígena y quilombola que orientan estas directrices: epistemológicos, sociopolíticos y didáctico-pedagógicos. Estos principios son el resultado de la presión y las propuestas de los movimientos sociales indígenas y quilombolas. Percibimos también que las directrices curriculares se basan en las identidades en las políticas, ya que develan los mecanismos opresivos y proponen otros modelos curriculares próximos a la descolonización curricular. Por último, destacamos que abordar las políticas curriculares significa evidenciar la diferencia colonial y, en ella, las heridas coloniales, entendiendo tales políticas como fruto de pensamientos fronterizos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diretrizes curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Educação escolar indígena]]></kwd>
<kwd lng="pt"><![CDATA[Educação escolar quilombola]]></kwd>
<kwd lng="pt"><![CDATA[Currículo pós-colonial]]></kwd>
<kwd lng="en"><![CDATA[Curriculum directives]]></kwd>
<kwd lng="en"><![CDATA[Indigenous school education]]></kwd>
<kwd lng="en"><![CDATA[Quilombola school education]]></kwd>
<kwd lng="en"><![CDATA[Post-colonial curriculum]]></kwd>
<kwd lng="es"><![CDATA[Directrices curriculares]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar indígena]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar quilombola]]></kwd>
<kwd lng="es"><![CDATA[Currículo poscolonial]]></kwd>
</kwd-group>
</article-meta>
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