Beyond the curricular silences of coloniality: the reverberation of decolonial curricula
The article aims to show that, although coloniality is strong in curricula, it has been questioned in different settings, including teacher education curricula. For this purpose, we have approached the theoretical field of decolonial studies, which, while criticizing the process of construction and...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/59084 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/59084 |
| Access Level: | acceso abierto |
| Palabra clave: | currículos epistemologias decolonialidade curricula epistemologies decoloniality plan de estudio epistemologías decolonialidad |
| Sumario: | The article aims to show that, although coloniality is strong in curricula, it has been questioned in different settings, including teacher education curricula. For this purpose, we have approached the theoretical field of decolonial studies, which, while criticizing the process of construction and imposition of coloniality, bring up possibilities of disruption. The research was carried out through semi-structured interviews with students of different teaching courses in a university in the central-west region of the country. A qualitative analysis has enabled us to conclude that the presence of subjects from different cultural movements and groups has brought into the curricula discussions that question coloniality, with an emphasis on the logic of universality, the desire for uniformity and the logic of production of stereotypes. |
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