TENSÃO ENTRE MEMÓRIA COLONIAL E A MEMÓRIA DECOLONIAL NA CONSTRUÇÃO DO CURRÍCULO ESCOLAR

problematizando as heranças coloniais

Abstract

This text has as basis and argumentative column the rupture with the epistemic and political metanarratives of history and the single and universal memory generated in and by the modernity-colonial-capitalist-patriarchal-racist, as well as the rupture with the universal idea of human being, humanity and society, consequently, of culture, education and curriculum. Thus, we aim to show that such a rupture opens paths to question hegemonic ideas such as civilization, culture, science, knowledge, and especially history and memory and their relations with school education and curriculum. We follow the path of literature review, linked to qualitative research, and we propose a dialogue about these ruptures, understanding them as essential for the reconstruction-production of decolonial curricula. We rely on the Epistemologies of the South, especially on Postcolonial and Decolonial Studies.  In this direction, we understand that unveiling the Colonial Memory would enable the construction of the Decolonial Memory as a founding element of the curricula and its materialization on the school floor, thus contributing to the dismantling of colonial legacies still present in the curricula.