Ecology of knowledge, in order to postpone the end of school
DOI:
https://doi.org/10.5212/PraxEduc.v.15.17096.104Abstract
This article was written during the Coronavirus pandemic period and displaces notions of the world and the end of the world, with support from Deszö Kosztolányi and Julio Cortázar’s tales and the perspectives of expansion and invention of the present in the dialogue with the theoretic framework of Michel de Certeau, Boaventura de Sousa Santos and Ailton Krenak. In this sense, strong anti-capitalist criticism is weaved, and it is argued that the creations of curriculum practitioners are knowledge-solidarities that run into the abysmal lines of the capitalist, patriarchal and colonial West, creating possibilities of other worlds postponing its end. It is concluded that there is resistance and creation in art and everyday life from situations brought from everyday school life and the Popular University of Social Movements.
Keywords: Curriculum. Decolonization. End of the world. Ecology of knowledge.
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