Entre Darwin e Oxalá: re-existência, atos de currículo, descolonização do saber e decolonialidade epistêmica no ensino de ciências naturais no contexto de uma escola de terreiro.

Abstract

Associating decolonization of knowledge and the decoloniality of knowledge theoretical prospects and concept-device of curriculum acts, this doctoral thesis results from a qualitative and phenomenological case study that had as centrally aimed to analyze and understand how curriculum acts mobilize/mediate processes of knowledge decolonization and epistemic decoloniality in the teaching practice of Natural Sciences within the context of a Candomblé temple school in Salvador, Bahia. The theoretical framework draws inspiration from epistemological concepts such as the ecology of knowledges by Boaventura Santos, critical interculturality by Catherine Walsh, and the sensitive reason by Michel Maffesoli, among others, in addition to the idea of curriculum acts by Roberto Macedo. Analytically, the study is organized through the experiential analysis of hermeneutically inspired literature, employing an exploratory and comprehensive approach to the insurgent decolonial experience of the Irê Ayó Political-Pedagogical Project. This experience is elucidated in the academic literature of Vanda Machado, guided by the theoretical-methodological orientations of critical and multireferential ethnoresearch, as well as implicated ethnoresearch. Among the main heuristic results of this study is the avant-garde nature of this pedagogical project, through its epistemic decoloniality, in constructing a decolonial disruptive pedagogy and an epistemically decolonized and multireferential curriculum, reaffirmed by the intercultural coexistence between Afro-diasporic ancestral knowledge and scientific knowledge in the propositions and curricular practices of basic education schools in Brazil. Finally, based on the epistemological elaborations of the study, the author calls for the creation of intercultural and ethno-implicated curricula, envisioned and systematized within the ecology of knowledges framework.