O currículo da educação infantil em contexto escolar quilombola em Alagoinha-PE: interculturalidade e redes de conversação

Abstract

Here we seek to discuss the need to promote other School Curricula, which are not guided only by official documents, such as the National Common Curriculum Base or National Curriculum Guidelines, as these commonly present themselves as homogenizing prescriptions that level and they delimit Brazilian education, generally seeking to meet only the legal demands that deal with education indices; marginalizing the culture of the various peoples for which they are also intended. During the development of our study - with a qualitative bias - we understood the urgent need to listen to the wishes of the communities served by the School Units for the insertion and promotion of intercultural contents that discuss, from Early Childhood Education, the ancestral culture of the communities in which the school is included. We present some of the movements carried out throughout our master's research, which is in its initial phase, but already shows itself to be potent in multiple possibilities for the contribution of respect for intercultural knowledge.