Currículo e culturas subalternizadas em alguns países da América Latina

Abstract

This present article goals to reflect about the relations between, curriculum, and subalternized cultures, going through the discussions that contribute to this relationship, such as those related to the debate around the concepts of the Bolívia, Chile, Peru, Venezuela, México e Brasil itself as their basis. Using the bibliographical research as methodology, we discuss the concept of periphery and downtown, deconstructing them through the comprehension of margin, taking as main theoretical basis authors such as Moita Lopes (2008; 2013), Mignolo (2003), Freire (2015), Walsh (2013), Vich (2005), Molina (2008), Candau (2003; 2010; 2012), González (2007), Silva (2005), Veiga-Neto (2002; 2014), Foucault (1992), Larrosa (2016), Santos (1995; 2014; 2016) e Protzel (2015). This essay enables us to comprehend that the edge position is the transit position, including epistemological transit. We intend to face the fundamentalism and the essentialism present in late modernism and, in this way, observe/indicate these aspects in the curricular practices area.

Keywords

• curriculum
• interculturality
• territoriality
• multiculturality