Uma análise na perspectiva descolonial sobre o currículo de turmas multisseriadas na região do COREDE Campanha-RS.

Abstract

The curricular reorganization of the school “Simões Pires” establishes relations with certain pedagogical urges and decolonial approximations; the thesis is sustained in this study. The investigation was defined as a qualitative research in education. The theme is the curriculum of multigrade classes, and as object of study, we present the curriculum of multigrade classes located in rural areas in the region of “Corede Campanha”. The research problem was based on the following question: In what ways does the coloniality of power, being, and knowing manifests in the curriculum of multigrade classes in rural areas, and what are the implications for the decolonial perspective? Regarding the general goal, we seek to understand how the coloniality of power, being, and knowing manifests in the curriculum of multigrade classes in rural schools and what their possibilities of decolonization would be. Concerning the specific objectives, we list two, them being: 1) Identify and analyze the presence of the coloniality of power, being, and knowing in multigrade rural school’s curriculum; and 2) Identify and discuss the spaces and possibilities to decolonize this curriculum based on its theoretical-practical elements. For the construction of this thesis, we did not use hypotheses, but rather research questions. The methodology used for data production was the triangulation technique, consisting of three elements that we denominate as procedure 1 - formed by all data made by the context in which the subject is in, while procedure 2 consists of data centered on the subjects, i.e., on the participants, and finally, procedure 3, which is focused on the socio-economic structure where the subjects are inserted. Regarding the participants, there were a total of 12, including ten students from first to fifth grade, the teacher of the class, and the former pedagogical coordinator of SMED/Bagé. Regarding data analysis, it was formed from content analysis. The theoretical-conceptual framework that sustained the thesis was based on the authors of the Modernity/Coloniality group and authors that work with the curriculum. The research results pointed to important elements that approach pedagogical urges as from the restructuring of the curriculum; however, it presents some contradictions.