Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies.
This article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Norte do Tocantins
2025-08-01
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| Series: | Revista Brasileira de Educação do Campo |
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| Online Access: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/18727 |
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| author | Lucila Leal da Costa Araújo Sérgio Roberto Moraes Corrêa |
| author_facet | Lucila Leal da Costa Araújo Sérgio Roberto Moraes Corrêa |
| author_sort | Lucila Leal da Costa Araújo |
| collection | DOAJ |
| description | This article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the purposes of this article, we address the contributions of the ancestral knowledge of rural peoples to the reinvention of rural education in the Amazon, using Epistemologies of the South as a theoretical framework for dialogue. The article aims to analyze how the knowledge of historically subalternized groups can challenge hegemonic curricular logics and contribute to the construction of intercultural and democratic pedagogical practices. This is a qualitative study, using the state of knowledge as a methodological strategy. This initial literature review indicates a growing academic interest in ancestral knowledge in the educational field, although structural challenges persist to its valorization in school curricula and in Brazilian society. The study reinforces the need for public policies and pedagogical practices that recognize and engage with these knowledges and other ways of life, expanding the visibility of education for rural, water, and forest peoples, committed to critique and emancipation. |
| format | Article |
| id | doaj-art-88ac5cc82e494c38b016363979bf96e4 |
| institution | Kabale University |
| issn | 2525-4863 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Universidade Federal do Norte do Tocantins |
| record_format | Article |
| series | Revista Brasileira de Educação do Campo |
| spelling | doaj-art-88ac5cc82e494c38b016363979bf96e42025-08-25T23:20:33ZengUniversidade Federal do Norte do TocantinsRevista Brasileira de Educação do Campo2525-48632025-08-011012210.70860/ufnt.rbec.e18727Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies.Lucila Leal da Costa Araújo0https://orcid.org/0009-0005-4605-7189Sérgio Roberto Moraes Corrêa1Universidade do Estado do Pará - UEPAUniversidade do Estado do Pará - UEPAThis article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the purposes of this article, we address the contributions of the ancestral knowledge of rural peoples to the reinvention of rural education in the Amazon, using Epistemologies of the South as a theoretical framework for dialogue. The article aims to analyze how the knowledge of historically subalternized groups can challenge hegemonic curricular logics and contribute to the construction of intercultural and democratic pedagogical practices. This is a qualitative study, using the state of knowledge as a methodological strategy. This initial literature review indicates a growing academic interest in ancestral knowledge in the educational field, although structural challenges persist to its valorization in school curricula and in Brazilian society. The study reinforces the need for public policies and pedagogical practices that recognize and engage with these knowledges and other ways of life, expanding the visibility of education for rural, water, and forest peoples, committed to critique and emancipation.https://periodicos.ufnt.edu.br/index.php/campo/article/view/18727school curriculumancestral knowledgeeducation in/from the countrysideepistemologies of the south. |
| spellingShingle | Lucila Leal da Costa Araújo Sérgio Roberto Moraes Corrêa Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies. Revista Brasileira de Educação do Campo school curriculum ancestral knowledge education in/from the countryside epistemologies of the south. |
| title | Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies. |
| title_full | Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies. |
| title_fullStr | Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies. |
| title_full_unstemmed | Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies. |
| title_short | Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies. |
| title_sort | reinventing the perspective of rural education based on dialogue with ancestral knowledge a reading from the perspective of southern epistemologies |
| topic | school curriculum ancestral knowledge education in/from the countryside epistemologies of the south. |
| url | https://periodicos.ufnt.edu.br/index.php/campo/article/view/18727 |
| work_keys_str_mv | AT lucilalealdacostaaraujo reinventingtheperspectiveofruraleducationbasedondialoguewithancestralknowledgeareadingfromtheperspectiveofsouthernepistemologies AT sergiorobertomoraescorrea reinventingtheperspectiveofruraleducationbasedondialoguewithancestralknowledgeareadingfromtheperspectiveofsouthernepistemologies |