UNIVERSITY-SCHOOLS AND DISPUTES IN THE CONTEXT OF THE PANDEMIC: DEVIANT MOVEMENTS AND CO-PRESENCE CURRICULA

movimentos desviantes e currículos de copresença

Abstract

The present text rises up from a decolonial perspective, in order to problematize the reformist statements of control and accountability stimulated by corporate reformers and government sectors that, currently, have invested in the legitimacy of teaching and research policies to simplify the curriculum and in the curricula unilaterality and teaching practices in Brazilian schools and universities. Manuscript under the aegis of the unpredictable and the emergency that the COVID19 pandemic has caused, we aim, on the other hand, from an analysis of discourses concerning a university teaching and research context, to make use of these same senses of pandemic uncertainty and urgency to bring a defense of the plural meanings of universities and schools, locating post-abyssal movements, in the perspective of producing epistemic turns and shifts with regard to thinking about teaching and research through a deviant curriculum and teaching, in which knowledge and experiences are absent or distanced by colonial ways of thinking, institute themselves in this pandemic scenario (and in the post-pandemic future) in movements of resistance and creation for a co-presence in the epistemological field and in defense of curricula as plural territories for learning and teaching, of university and schools as apparatus public and from the public.

Keywords: Curriculum - epistemic co-presence, Deviant curricula, pandemic and post-abyssal policies.