Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Revista Ibero-Americana de Estudos em Educação (Online) |
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Following the traces of modern/colonial epistems in the Curricular Document of the State of ParáSiguiendo las huellas de epistemas modernos/coloniales em el Documento Curricular del Estado de ParáSeguindo os traços da episteme moderno/colonial no Documento Curricular do Estado do ParáEpisteme moderno/colonialDCEParáEstrutura disciplinarHomogeneização culturalDesobediência epistêmicaModern/colonial epistemeDCEParáDisciplinary structureCultural homogenizationEpistemic disobedienceEpisteme moderno/colonialDCEParáEstructura disciplinariaHomogeneización culturalDesobediencia epistémicaThis 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.Este artículo tiene como objetivo analizar la política curricular del estado de Pará, considerando la episteme moderno/colonial. El aporte teórico es el del giro decolonial con Mignolo (2003; 2005; 2007; 2008; 2014), Castro-Gómez (2005a; 2005b; 2007), Palermo (2014), y de estudios curriculares con Silva (1999), Macedo (2014; 2015) y Lopes (2004; 2008; 2019). El campo de investigación es el Documento Curricular del Estado de Pará, y el arte de hacer es la etnografía multilocal un procedimiento emergente para el análisis de documentos (MARCUS, 2001). Los resultados indican que se destacan dos rasgos de la episteme moderno/colonial, la estructura disciplinaria y la homogeneización cultural, produciendo un documento curricular inconsistente. Indico como razón de tal inconsistencia curricular el hecho de que los agentes estatales hayan conducido la metodología de elaboración del Documento Curricular del Estado de Pará a través de una excesiva obediencia epistémica, así como por haber excluido del proceso a la sociedad civil organizada y las comunidades tradicionales. Concluyo argumentando que la desobediencia epistémica es capaz de producir una política de conocimiento diferente, guiada por la política del lugar, la transdisciplinariedad y la interculturalidad.Este artigo tem como objetivo seguir alguns traços da episteme moderno/colonial presentes no Documento Curricular do Estado do Pará - DCEPará. O aporte teórico é o do giro decolonial com Mignolo (2003, 2005, 2007, 2008, 2014), Castro-Gómez (2007a, 2007b, 2014), Palermo (2014), e dos estudos curriculares com Silva (1999), Macedo (2014, 2015) e Lopes (2004). A etnografia multilocal, constitui a arte do fazer, um procedimento emergente e contestado, mas produtivo para a análise de documentos (MARCUS, 2001). Os resultados indicam que no DCEPará há muitos traços da episteme moderno/colonial, entre os quais a estrutura disciplinar e a homogeneização cultural. Os agentes estatais desviaram a atenção destes traços, disseminando uma retórica pedagógico-cultural crítica que defende a prática interdisciplinar, a diversidade e a participação. Concluo argumentando que a desobediência epistêmica é capaz de produzir uma política do conhecimento outra, orientada pela política do lugar, pela transdisciplinaridade e pela interculturalidade.Faculdade de Ciências e Letras/Unesp2021-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEtnografia multilocal; pensamento decolonialapplication/pdfapplication/pdfapplication/pdftext/htmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1327710.21723/riaee.v16i3.13277Revista Iberoamericana de Estudios en Educación; (2021) v. 16, n. 3, jul./set. ; 1878-1897Revista Ibero-Americana de Estudos em Educação; (2021) v. 16, n. 3, jul./set. ; 1878-18971982-55872446-860610.21723/riaee.v16i3reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspaenghttps://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11367https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11598https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11599https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11600Copyright (c) 2021 Revista Ibero-Americana de Estudos em Educaçãohttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessSeixas Ribeiro, Joyce Otânia2021-11-09T04:49:39Zoai:ojs.pkp.sfu.ca:article/13277Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2021-11-09T04:49:39Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará Siguiendo las huellas de epistemas modernos/coloniales em el Documento Curricular del Estado de Pará Seguindo os traços da episteme moderno/colonial no Documento Curricular do Estado do Pará |
title |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará |
spellingShingle |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará Seixas Ribeiro, Joyce Otânia 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 |
title_short |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará |
title_full |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará |
title_fullStr |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará |
title_full_unstemmed |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará |
title_sort |
Following the traces of modern/colonial epistems in the Curricular Document of the State of Pará |
author |
Seixas Ribeiro, Joyce Otânia |
author_facet |
Seixas Ribeiro, Joyce Otânia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Seixas Ribeiro, Joyce Otânia |
dc.subject.por.fl_str_mv |
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 |
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 |
description |
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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Etnografia multilocal; pensamento decolonial |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277 10.21723/riaee.v16i3.13277 |
url |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277 |
identifier_str_mv |
10.21723/riaee.v16i3.13277 |
dc.language.iso.fl_str_mv |
por spa eng |
language |
por spa eng |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11367 https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11598 https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11599 https://periodicos.fclar.unesp.br/iberoamericana/article/view/13277/11600 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Ibero-Americana de Estudos em Educação https://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Ibero-Americana de Estudos em Educação https://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf text/html |
dc.publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
dc.source.none.fl_str_mv |
Revista Iberoamericana de Estudios en Educación; (2021) v. 16, n. 3, jul./set. ; 1878-1897 Revista Ibero-Americana de Estudos em Educação; (2021) v. 16, n. 3, jul./set. ; 1878-1897 1982-5587 2446-8606 10.21723/riaee.v16i3 reponame:Revista Ibero-Americana de Estudos em Educação (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Ibero-Americana de Estudos em Educação (Online) |
collection |
Revista Ibero-Americana de Estudos em Educação (Online) |
repository.name.fl_str_mv |
Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com |
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1800215857858609152 |