Between Darwin and Oxalá: re-existence, curriculum acts, decolonization of knowledge and epistemic decoloniality of natural sciences teachers’ in the context of a Candomblé temple school. 235 p. ill. 2023. Thesis (Ph.D.) – Faculty of Education, Federal University of Bahia, Salvador, 2023.
Candomblé temple school. Curriculum acts. Epistemic Decoloniality.
Associating decolonization of knowledge and the decoloniality of knowledge theoretical prospects and concept-device of curriculum acts, this doctoral thesis results from a qualitative and phenomenological case study that had as centrally aimed to analyze and umderstand how curriculum acts mobilize/mediate processes of knowledge decolonization and epistemic decoloniality in the teaching practice of Natural Sciences within the context of a Candomblé temple school in Salvador, Bahia. The theoretical framework draws inspiration from epistemological concepts such as the ecology of knowledges by Boaventura Santos, critical interculturality by Catherine Walsh, and the sensitive reason by Michel Maffesoli, among others, in addition to the idea of curriculum acts by Roberto Macedo. Analytically, the study is organized through the experiential analysis of hermeneutically inspired literature, employing an exploratory and comprehensive approach to the insurgent decolonial experience of the Irê Ayó Political-Pedagogical Project. This experience is elucidated in the academic literature of Vanda Machado, guided by the theoretical-methodological orientations of critical and multireferential ethnoresearch, as well as implicated ethnoresearch.