Educational city and curriculum in the decolonial perspective

Abstract

This article proposes to present possible articulations between the idea of ​​the Educational City and other curricula from a decolonial perspective. The objective here is to think about how the city educates and the subjects and groups learn, through cultural processes and educational practices built in educational or potentially educational institutions and outside them, establishing dialogues and relationships with the school curriculum. In this way, to articulate knowledge and actions that collaborate to face and possible overcome the pillars of Modernity/Coloniality. The strategy of mapping what exists in the city in terms of collectives, equipment, formal and non-formal institutions that develop educational practices and cultural processes articulated to gender, race, and class, constitutes a way of making a survey that can serve as spaces-times of struggle, resistance, and invention. The anchoring framework has authors from Education and the decolonial perspective, such as Trilla, Palhares, Dussel, Mignolo, Ballestrin, among others. It is expected to be able to articulate cultural processes and educational practices and that the analyzed results collaborate to constitute the idea of ​​the Educative City from a decolonial perspective, which points to possibilities of confronting forms of power based on misogyny, sexism and classism, and other ways of formation of subjects and construction of identities.