Currículo e formação no Timor-Leste e o diálogo possível entre escola e uma-lulik: um estudo de base etnometodológica

Abstract

This thesis presents an implied and propositional ethno-research whose centrality was to investigate the possible dialogue between the Timorese school and uma-lulik in terms of curriculum and training. From a multireferential perspective and an ethnomethodological basis, its theoretical contributions are based on the references of ethnomethodology, dialogy and the auto-heterobiographical approach, with contributions from Paulo Freire, from the epistemologies of the South and, mainly, in the elaborations of the Ethnoconstitutive Theory of Curriculum by Roberto Sidnei Macedo. Fieldwork was carried out in Timor-Leste in which the experiences that are interpreted in this thesis were produced, with a view to answering the following question: what can produce the references of ethnomethodology, dialogology and autoheterobiography, founders of the ethnoforming observatories, within the scope of Timorese school education, in possible dialogues with uma-lulik? As a result of the study, propositional understandings of an instituting movement of curriculum and training are presented, starting from curriculum com-versations in an ethnoconstitutive, socioconstructionist and decolonizing perspective, with which we want to contribute to the engagement, in a more intense way, of the school of Timor-Leste in the fight for social and cognitive justice.