currículo multicultural decolonial: Tensões e desafios em uma tessitura docente

Abstract

The present paper argues that school is a space of cultural exchanges and that decolonial multicultural perspectives could help build a curriculum responsive to that complexity, because such perspectives challenge fixed meanings of curriculum and value cultural diversity. Based on that, the paper discusses decolonial multicultural curriculum, and it analyses the case of a curriculum construction of Physical Education in the school Colégio Pedro II, focusing specifically on the cultural exchanges that took place during the process, as well as the implications of such a process both in the curricular text produced, and in the teachers' identities who took part in the study. Results should hopefully contribute to the discussion about tensions and possibilities of experiences that try to translate decolonial multicultural curricular perspectives into actual curriculum construction that engage teachers' identites as multiculturally oriented learning communities.