Abstract
The present study discusses a case of a multicultural educational projects developed by a federal university in Brazil in partnership with local educational authorities in Brazilian municipalities. The projects were geared towards a collective construction of curricular guidelines in a multicultural perspective that has taken identity as their main axis. They articulated areas and disciplines of the curriculum towards both valuing the distinctive historical identities and heritages of the municipalities, as well as were imbued by postcolonial and decolonial approaches that challenged prejudices and stereotypes towards marginalized identities on the lines of gender, sexual orientation, race, ethnicity, and other identity markers. The methodology was that of action research, with a discourse analysis of the perspective that informed the curricular construction. Results showed the potentials and challenges of multicultural, interdisciplinary curricular projects in the context of increasingly multicultural societies such as the Brazilian one, hopefully contributing towards comparative and international reflections in the area.
Presenters
Ana IvenickiProfessor Emeritus in Education, Faculty of Education, Federal University of Rio de Janeiro/UFRJ, Rio de Janeiro, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Multicultural Curriculum, University Extension Projects, Decolonial and Postcolonial Approaches
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