“Curricolonia”: epistemic mapping of the proposal of childhood education in Pedagogy courses in Palmares

Abstract

This text is established on collective reflections developed throughout the debates and studies carried out in the curricular component called “Decolonial Epistemologies”, offered by the Graduate Program in Education – PPGE/UFAL in the period 2020.2. Surrounded by countless stress, and controversies and still seen as a topic little discussed in teacher education and training, decoloniality or decolonial theories inflame an urgency for specific categories that aim at an understanding based on the history of the oppressed and colonized, a retelling and a place another in the world. Transposed by a framework composed of authors such as Walter Mignolo, Catherine Walsh, Frantz Fanon, Nilma Lino Gomes, José Bernardino-Costa, and Ramón Grosfoguel, the proposal of the textures presented here is to try to reveal the epistemic relations and the formative objectives that the Pedagogy courses at the Federal University of Alagoas – UFAL present in their curricula, concerning the area of ​​Early Childhood Education for initial training.