Contributions from Indigenous People to the Resignification of a Hegemonic Cosmopolitan Curriculum

Resumen

BACKES, José Licínio  y  PAVAN, Ruth. Contributions from Indigenous People to the Resignification of a Hegemonic Cosmopolitan Curriculum. Rev. Int. Educ. Super. [online]. 2023, vol.9, e023050.  Epub 27-Mar-2025. ISSN 2446-9424.  https://doi.org/10.20396/riesup.v9i00.8668939.

In this article, the contributions of indigenous people to the construction of a subaltern cosmopolitan curriculum are analyzed. The field research involved semi-structured interviews with indigenous students from undergraduate courses at a Brazilian university. Through a qualitative analysis based on both cosmopolitan curriculum theories and the field of indigenous education, it was concluded that indigenous people have contributed to the construction of subaltern cosmopolitan curricula in different ways: fight against stereotypes; valorization of their mother tongues; recognition that subaltern education does not break subalternization; necessary articulation between knowledge and cultural context; building bonds of solidarity with other subaltern groups; and insistence on building bridges and dialogue, even with those who historically have not been open to that.

Palabras clave : Curriculum; Indigenous; Subaltern cosmopolitanism.

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