Valorizando a diversidade étnico-racial e os saberes subalternizados: por um “currículo outro”

Abstract

The objective of this work is to reflect on the need to build an “other curriculum” that values ??ethnicracial diversity and subordinated knowledge. I present a discussion based on the following questions: How to build a curriculum that echoes silenced knowledge? What are the main challenges in building this curriculum? In order to answer these questions, we bring a discussion based on authors such as Gomes (2012; 2017; 2020), Gomes; Jesus (2013), Macedo; Macêdo (2018), Santos (2007), Candau (2016), Silva (2011) and others. The study revealed that thinking about the construction of an “other curriculum” is a challenging task for the school and the subjects who are directly involved in its planning and application, especially educators and pedagogical supervisors. Therefore, this task is a constant and necessary exercise that needs to be based on questioning the curriculum since it presents itself as a way of maintaining the Eurocentric and hegemonic character of the school and society. It is concluded that the construction of this curriculum is urgent, because for a more inclusive society, this entails bringing to the school space other knowledge that has been silenced and neglected throughout history, which contributes to exacerbating inequalities.