Paisagens e Fluxos Curriculares pataxó: processos de hibridização e biopolítica

• Autor(a) principal: Silva, Paulo de Tássio Borges da
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10304
• topic: Hybridization; Landscape; Curriculum; Biopolitics; Hibridização; Paisagem; Biopolítica; Educação; Currículo; Pataxó; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present thesis deals with my insertion in the poststructural field with the indigenous theme and curriculum studies, reflections on the processes of hybridization and biopolitics around the indigenous category and the educational and curricular policies of Indigenous School Education. The paper proposes to discuss the landscapes (APPADURAI, 2004) and the pataxó curricular flows, with their shadings in the discursive networks in which the curricular policies are constructed in Brazil and the State of Bahia, being thought from the "policy cycle" of Ball (2001). Therefore, it inserts itself in intersections with the processes of hybridization and biopolitics, going through a dialogue with propositions of devices (Territory, Sexualities, Language and Religion) that circumvent the indigenous question, not being devices applicable to all contexts, being reflections of a walk that is not proposed as a metric, but as problematizations around normalizations and plasters. The writing is based on a proposal of composition of ethnic and curricular landscapes, with post-structural ethnography as a methodological record, presented in disorderly assemblages, because it understands that the attempts of a post-structural and postcolonial methodological walk could only occur in medium leaks and bifurcations. In this sense, possibilities of fictions are problematized, stressing the itineraries from the (auto) biography, from intercultural and decolonial projects to the Pataxó school. The text itself has an unfinished character, and it is not possible to make fixed inferences. The reflections that are presented here are contingent and ambivalent, and other perspectives are always possible