Novos documentos curriculares

uma introdução às teorias negras de currículos

Abstract

The present text emerges from research that seeks to challenge the boundaries of the curricular field, proposing an opening toward other epistemic matrices. It is about envisioning a curriculum anchored in afropindoramic principles and afrocentricity, in opposition to the Eurocentric normativity that has historically shaped school practices. Methodologically, it begins with a theoretical-analytical reflection that interrogates the curricular grammar grounded in the discourse of difference and diversity—categories that, although relevant, have proven insufficient to encompass the dynamism of Black cosmoperceptions and insurgent community practices. By repositioning the curriculum within this horizon, there is both a political and theoretical commitment to afrotopic curricula, understood as spaces of entangled conversations that go beyond mere inclusion, calling for the production of shared worlds. These curricula thus constitute possibilities for humanization, both of subjects and school communities, by affirming knowledges, narratives, and practices silenced by the colonial project. The afrotopic curriculum, in this sense, is not merely a utopian ideal but a horizon of re-existence that reconfigures the present and projects futures in fidelity to ancestries and everyday inventions.