Other curricula for teacher education: discussing decolonial and intercultural principles

This essay problematizes of possibilities of thinking about the curriculum of teacher education, both in its prescribed and practical dimensions, from the decolonial perspective. It explains about the decolonial turn, its proposal for epistemic decolonization based on categories such as border thinking, transmodernity and intercultural dialogue; it advocates the possbilities of recognizing the multiple interpenetrations of curricular dimensions to think about the processes of inicial teacher training, questioning the ways in which the pulsating life in the daily routine of higher education classrooms is able to present situtations on gaps, borders, with the potential to cause cracks in pedagogical practices. It intends to show how the curricular policies work as regulatory devices capable of giving rise to problematizions within the disciplines that displace the linearity and hegemony of epistemological disputes around the contents considered valid.

Keywords:
Curriculum; Decoloniality; Transmodernity; Intercultural Dialogue