Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará

• Autor(a) principal: Seixas Ribeiro, Joyce Otânia
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por; spa; eng
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277
• topic: Episteme moderno/colonial; DCEPará; Estrutura disciplinar; Homogeneização cultural; Desobediência epistêmica; Modern/colonial episteme; DCEPará; Disciplinary structure; Cultural homogenization; Epistemic disobedience; Episteme moderno/colonial; DCEPará; Estructura disciplinaria; Homogeneización cultural; Desobediencia epistémica

This paper aims to analyze the curricular policy of the state of Pará, considering the modern/colonial epistemic. The theoretical contribution is that of the decolonial overturn with Mignolo (2003; 2005; 2007; 2008; 2014), Castro-Gómez (2005a; 2005b; 2007), Palermo (2014), and of the curricular studies with Silva (1999), Macedo (2014; 2015), and Lopes (2004; 2008; 2019). The field of investigation is the Documento of the State of Pará, and the art of doing is multifocal ethnography, an emerging producer for the analysis of documents (MARCUS, 2001). The results indicate that two features of the modern/colonial epistemic stand out, the disciplinary structure and the cultural homogenization, producing an inconsistente curriculum document. I indicate as a reason for such curricular inconsistency the fact that the state agents have conducted the methodology of elaboration of the Curricular Document of the State of Pará through excessive epistemic obedience, as well as for having excluded organized civil society and traditional communities from the process. I conclude by arguing that epistemic disobedience is capable of producing a different knowledge policy, guided by the politics of place, transdisciplinarity and interculturality.