DECOLONIZING CURRICULUMS IN BRAZILIAN HIGHER EDUCATION: INCORPORATING "OTHER" WORLDVIEWS IN TEACHER EDUCATION PROCESSES

This article is the result of a research that aimed to seek anchorage in Cultural Studies to discuss an investigation proposal that intends to establish an intersection between decolonial studies and the existing curriculum for teacher education in higher education institutions in the State of Mato Grosso do Sul. Initially, a line of theoretical reflection was drawn from a bibliographical research that revisited the history of the emergence of the University in the Latin American context, but specifically in Brazil, showing how late the emergence of Higher Education in our country was. The University format that we have until today, follows the Napoleonic model, that is, the Brazilian University was born as a simplified copy of European Universities and from this perspective, questions arise such as, what do the curricula of teacher training courses advocate today? What perspectives can be glimpsed in these curricula so that these professionals are able to understand what the pressing need to incorporate other worldviews means, to recognize knowledge other than the hegemonic knowledge perpetuated by the geopolitics of knowledge? We conclude by highlighting the need to promote the decolonization of curricula through a dialogue of knowledge, where we could build new curricular proposals with new fields of knowledge in order to learn to recognize and value other knowledge.