Aug 2026· Journal of Intelligent Decision Making and Information Science· Vol 3, pp. 59-72· 0 citations· 12 references
Abstract
The curricular resignification of the Community Ethnoeducational Project (PEC) in primary education institutions cannot be understood as a technical adjustment of the curriculum, but as a historical dispute over the meaning of school, over who produces legitimate knowledge and for which lives they become teachable. Based on a critical analysis of literature and references located in the Colombian Caribbean, this article examines how contemporary education reproduces philosophical inertias associated with the coloniality of knowledge and "neutralized" forms of interculturality, while managing difference through policies, curricula and institutional devices that usually oscillate between folklore, segregation and essentialization. It is analyzed how the transition from the Institutional Educational Project (PEI) to the PEC requires recognizing internal tensions (normative frameworks, school culture, management management, evaluation) and external tensions (structural racism, territorial inequality, precariousness of the school-community link), as well as integrating community knowledge not as "annexed contents", but as principles of pedagogical, ethical and political organization of the curriculum.
In contemporary higher education, entrepreneurship and autonomy have become central categories in educational discourse; however, their incorporation into curricula tends to respond to instrumental approaches that are decontextualized and ill-suited to the sociocultural realities of different regions. This article takes a theoretical and reflective approach to address and problematize these trends and proposes that heutagogy, understood as self-determined learning, when examined from an anthropological perspective, redefines and gives new meaning to autonomous learning, strengthening the educational processes of higher education institutions to make them more relevant, critical, and contextualized. On the other hand, it is argued that numerous practices that are now considered pedagogical innovations have been present in the past in communities in the Colombian Pacific, associated with dynamics of collaboration, intergenerational transmission of knowledge, and proximity to the environment. The results of the analysis reveal tensions between the hegemonic curricular models of higher education and local ways of learning and entrepreneurship, as well as the potential for an entrepreneurial curriculum based on complexity, interculturality, and situated autonomy.
Elisabeth Palacios Barahona· Ibero Ciencias - Revista Cie...· 0 citations
This article aims to analyze the implications of Brazilian educational policies on teacher education, highlighting the tension between regulatory frameworks of a managerial nature and the critical perspective of professional development. This is a qualitative bibliographic and documentary study, grounded in historical-dialectical materialism. The theoretical framework draws on authors such as Frey, Libâneo, Frigotto, Gatti, and particularly Purificação, regarding studies on professional development and emancipatory praxis. The analysis focuses on the legais frameworks of undergraduate teacher education programs, the interference of international organizations, and the imposition of the Common National Curriculum Base (BNCC) through philanthropic consensus. The main findings reveal that current policies operate towards the conformation of teachers to the interests of capital, reducing their education to a technical and instrumental dimension. However, within the entanglements of policy implementation, possibilities for resistance and the reconstruction of a praxis aimed at human emancipation can be identified.
Marcelo Máximo Purificação, Elisângela Maura Catarino, Nádia Bigarella et al.· Revista de Estudos Interdisc...· 0 citations
This article critically examines the field of social studies education in the Latin American context, marked by structural inequalities, colonial legacies, and persistent sociopolitical tensions. From a theoretical-reflective perspective, it analyzes the epistemological foundations, pedagogical approaches, and political disputes shaping this field, arguing that social studies teaching must move beyond content transmission and function as a space for the formation of critical subjects. The study explores the transition from memorization-based models to constructivist, critical, and decolonial approaches, highlighting both their contributions and limitations. It conceptualizes the curriculum as a contested terrain shaped by power relations, where historical narratives, knowledge forms, and models of citizenship are defined. Additionally, it integrates contemporary dimensions such as digital transformation and critical literacy, the teaching of historical memory in post-conflict settings, and intercultural bilingual education as a decolonial horizon. The article argues that meaningful transformation depends on robust teacher education grounded in Pedagogical Content Knowledge from a critical perspective. It concludes that the renewal of social studies constitutes a pedagogical, political, and ethical project aimed at fostering subjects capable of interpreting and transforming social reality in Latin America.
Luis Felipe Lagos Bello, Josefina Cuello Daza, Samira Andrea Palomino Romero et al.· Ibero Ciencias - Revista Cie...· 0 citations
The teaching of African History in Brazil endured centuries of institutional silencing, which relegated the African continent to a secondary role in school narratives. For decades, teaching materials associated Africa almost exclusively with slavery, the slave trade, and colonization, reinforcing stereotypes of backwardness and dependency. Against this backdrop, this article investigates how History textbook collections for the final years of Elementary Education represent Africa and to what extent these approaches engage with decolonial education and the requirements of Law No. 10,639/2003. The main objective is to analyze how this subject is incorporated into these textbooks, identifying the persistence of Eurocentric perspectives, historical gaps, and possible paths toward a decolonial approach. This is a qualitative study of a bibliographic and documentary nature, based on content analysis of textbooks approved by the National Textbook Program (PNLD) and on the examination of regulatory frameworks such as Law No. 10,639/2003, Law No. 11,645/2008, the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER), and the National Common Curricular Base (BNCC). The results indicate that, although legislation has expanded the thematic presence of Africa, Eurocentric narratives persist, obscuring the continent’s historical, political, economic, and cultural diversity. This situation requires critical intervention by teachers in the classroom.
Carlos Eduardo da Silva Galante· Revista de Estudos Interdisc...· 0 citations
This study analyzes the historical and pedagogical trajectory of the Landless Rural Workers’ Movement (MST), using the experience of the Sezínio Fernandes de Jesus Settlement in Linhares (ES) as a case study. The research seeks to understand the factors that led to the transition from the Alternating School System to the full-time school model and how this change affects the organization of the institution, the work of educators, and the consolidation of the MST’s pedagogy. It also examines the adoption of the educational model proposed by the state, reflecting on its impacts on professional practices and on the relationship between scientific knowledge and the reality experienced by students and their families. It also identifies the community’s needs and the organization involved in the education of the individuals who make up this peasant territory. The theoretical framework is grounded in Rural Education, the MST’s pedagogy, and Freirean popular education, all guided by dialectical historical materialism. Among the main references are Freire (1987), Arroyo (2013), Caldart (2004), and Nosella (2012), as well as contemporary studies that discuss the tensions between emancipatory projects and full-time education policies. The research, which employs a qualitative approach and is descriptive-analytical in nature, utilizes participant observation, allowing the researcher to integrate into daily school and community life. The study seeks to understand the processes of resistance and preservation of the MST’s educational principles in the face of the implementation of a hegemonic model of education.
Charllene Pereira da Silva· Revista de Estudos Interdisc...· 0 citations
This article aims to analyze the configuration of contemporary Brazilian educational policies, highlighting the dialectical tension between the setbacks promoted by the neoliberal agenda and the forms of resistance materialized in teacher professional development. It is a qualitative research, characterized as a bibliographical and documentary study, theoretically and methodologically grounded in the assumptions of Consaltér and Fávero (2019) regarding scientific research in the field of educational policies. The focus of the analysis falls on the interlocution between global directives, curricular reformulation, and the distortion of the public school, with Saviani (2020), Dourado (2019), Libâneo (2016), and Purificação (2022, 2024) as the main interlocutors. The main findings reveal that current public educational policies operate under a logic of commodification and corporate management, moving away from their democratic nature. However, the study points out that teacher professional development, when articulated with a critical understanding of the curriculum and culture, constitutes a privileged locus of resistance and reaffirmation of education as a social right and a public good.
Marcelo Máximo Purificação, Nádia Bigarella, E. Catarino et al.· Revista de Estudos Interdisc...· 0 citations
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