Banca de QUALIFICAÇÃO: PAULO JEAN PEREIRA ALVES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : PAULO JEAN PEREIRA ALVES
DATE: 28/07/2025
TIME: 10:00
LOCAL: meet.google.com/pqa-cccb-qxf
TITLE:

Decolonization of Knowledge and Critical Interculturality: An analysis of the curricula of the Technical Courses Integrated into Secondary Education at the Instituto Federal Goiano – Campus Urutaí from the perspective of the inclusion of indigenous knowledge.

KEY WORDS:

Decolonization of Knowledge; Critical Interculturality; Curriculum; Indigenous Knowledge; Professional and Technological Education.

PAGES: 82
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis investigates the limits and possibilities of the decolonization of knowledge within the scope of Professional and Technological Education (PTE), through an analysis of the curricula of the Technical High School Courses at the Federal Institute of Goiás – Urutaí Campus, from the perspective of the inclusion of Indigenous knowledge. The study starts from the recognition that, despite advances in policies for access and retention of Indigenous students, the curricula still operate predominantly under a Eurocentric and monocultural logic, making non-Western epistemologies invisible. Focusing on the experiences of Indigenous students — especially from the Xakriabá ethnic group —, the research seeks to understand how their knowledge, identities, and ways of life are (or are not) recognized in institutional educational processes. The theoretical foundation brings together the concepts of critical interculturality, ecology of knowledge, and curriculum decolonization, based on authors such as, Catherine Walsh, Daniel Valério, Renato Noguera, Gersem Baniwa, Daniel Munduruku, and Célia Xakriabá. The methodology is qualitative, using a case study and documentary analysis of Pedagogical Course Projects (PPCs), complemented by semi-structured interviews with Indigenous students and teachers. The findings reveal tensions between the technical-instrumental model of PTE and the ancestral knowledge of Indigenous peoples, but also highlight voices that demand curricular transformations grounded in an intercultural, decolonial pedagogy that respects epistemic diversity. This research contributes to the debate on the construction of plural curricula that recognize technical knowledge as part of a broader educational process, in dialogue with Indigenous knowledge and the right to difference as a pedagogical principle.

COMMITTEE MEMBERS:
Presidente - ***.198.618-** - ROSANGELA MALACHIAS - UERJ
Externo à Instituição - Daniel Valerio Martins - UFSB
Externo à Instituição - LEONARDO BORGES DA CRUZ - IFRJ