THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL
DOI:
https://doi.org/10.5216/ia.v47i1.67934Abstract
In general, curriculum theories are minded in justifying the choice of some determined knowledge over others detriments in the teaching-learning processes. Traditional curricular proposals start from a perspective of rationalization of education committed to the hegemonization of social discourses and practices. This article was built in the research process related to epistemological and methodological ruptures at the heart of the curriculum discourse. With this in mind, we are looking for afrocentric and/or decolonial references. Thus, we are faced with the proposal of pretogogy elaborated by Professor Sandra Petit. The prategogy she presented suggests a teacher training within the quilombos, promoting a holistic experience, different from other trainings that take place in conventional spaces and with Eurocentric contents. We argue that a curriculum compromised with the respecting ethnic and racial identities, should avoid totalizing and conservative discourses. In this sense, we built a proposal that breaks with the systemic curricular pattern: the blackening of symbols, the pretagógica practices far from being a mere exchange of contents, allows to expand the curricular horizons for the invisible, for the not considered in relation to the knowledge and cultural values of the black people.
KEYWORDS: Discourse. Curriculum. Pretagogia. Blackening of Symbols.
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