Brito, Larisse Miranda de; https://orcid.org/0000-0001-5097-2412; http://lattes.cnpq.br/7029121264061416
Resumo:
Based on southern epistemologies, decoloniality, multi-referentiality and ethnomethodology, this study addresses the relationship with knowledge (re)produced in universities, from a de(s)colonial perspective, through curriculum acts and their ethnomethods created by young indigenous people , quilombolas, black people and (children of) workers in Brazil and Portugal. It constitutes a critical de-colonial ethnoresearch and makes use of autoethnobiographies narrated from conversations about life stories with a focus on the educational itinerancy of the subjects involved with the investigation. Using the contrastive method, as an effective device to transiregularize singular histories, it reveals the persistent colonialism in university curricula and points to de-s-colonial horizons, constructed through acts of curricula prepared by students involved with their identity belongings who, through practical actions, everyday activities build decolonizing perspectives for training processes in the university environment. Recognizes the impact of Portuguese colonialism on the history of Brazilian universities and reveals the contemporary advances and challenges experienced by young Africans and Brazilians in institutional dialogue and the relationship with knowledge developed in Brazilian and Portuguese universities, while identifying transformations and exchanges produced by the intercritical and generative encounter of these experientialities. Its results point to the confrontations produced by these young people who, through curriculum acts, signal the elaboration of educational processes based on their belongings and oriented towards a pedagogy that recognizes the history of southern peoples as compasses for a grounded educational practice. in promoting cognitive justice to achieve university de-colonization.
