ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR

The article aligned contributions to the concept of curriculum of becoming, conveyed in an earlier article. The methodology was based on a survey of the pertinent literature to the thematic and the production of differentiated curricula, outlined in the last two decades, published i...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Valda Inês Fontenele Pessoa
Formato:	article
Lenguaje:	EN ES PT
Publicado:	Nepan editor 2019
Materias:	language indigenous curriculum becoming metaphor History of scholarship and learning. The humanities AZ20-999
Acceso en línea:	https://doi.org/10.29327/212070.7.2-5 https://doaj.org/article/7811e595c555484fbad271b708601996
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:7811e595c555484fbad271b708601996
record_format	dspace
spelling	oai:doaj.org-article:7811e595c555484fbad271b7086019962021-11-19T22:29:08ZENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIRhttps://doi.org/10.29327/212070.7.2-51807-18562525-5924https://doaj.org/article/7811e595c555484fbad271b7086019962019-12-01T00:00:00Zhttps://periodicos.ufac.br/index.php/mui/article/view/2754https://doaj.org/toc/1807-1856https://doaj.org/toc/2525-5924The article aligned contributions to the concept of curriculum of becoming, conveyed in an earlier article. The methodology was based on a survey of the pertinent literature to the thematic and the production of differentiated curricula, outlined in the last two decades, published in dissertations and theses originated from Post Graduation Programs in northern Brazil. Itrescues discussions about curricula designs and articulates two metaphors of the Huni Kuin language, offering other possibilities that go beyond the curtailment of national proposals. The understanding of the concept of curriculum in becoming is articulated with the perspective of studies by Deleuze (1988; 2003), in which the subjects of the educational process ethically assume the leading role of actions, based on studies, dialogues and reflections, without the submission to others who don’t experience school. To Deleuze art would be the apogee of the process of articulating language. The artist undertakes the process of resignification of signs, freeing them from the social anchors that imprison them. The curriculum of becoming would have this free, polysemic design, open to the creation of possibilities. Two Huni Kuin language metaphors are articulated because they contain an explanatory potential that can clarify the concept of curriculum of becoming: Yube (boa constrictor) and Kene ku (true drawings), reversing the predominant order of tree design that guides curricula.Valda Inês Fontenele PessoaNepan editorarticlelanguageindigenouscurriculumbecomingmetaphorHistory of scholarship and learning. The humanitiesAZ20-999ENESPTMuiraquitã, Vol 7, Iss 2, Pp 50-60 (2019)
institution	DOAJ
collection	DOAJ
language	EN ES PT
topic	language indigenous curriculum becoming metaphor History of scholarship and learning. The humanities AZ20-999
spellingShingle	language indigenous curriculum becoming metaphor History of scholarship and learning. The humanities AZ20-999 Valda Inês Fontenele Pessoa ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR
description	The article aligned contributions to the concept of curriculum of becoming, conveyed in an earlier article. The methodology was based on a survey of the pertinent literature to the thematic and the production of differentiated curricula, outlined in the last two decades, published in dissertations and theses originated from Post Graduation Programs in northern Brazil. Itrescues discussions about curricula designs and articulates two metaphors of the Huni Kuin language, offering other possibilities that go beyond the curtailment of national proposals. The understanding of the concept of curriculum in becoming is articulated with the perspective of studies by Deleuze (1988; 2003), in which the subjects of the educational process ethically assume the leading role of actions, based on studies, dialogues and reflections, without the submission to others who don’t experience school. To Deleuze art would be the apogee of the process of articulating language. The artist undertakes the process of resignification of signs, freeing them from the social anchors that imprison them. The curriculum of becoming would have this free, polysemic design, open to the creation of possibilities. Two Huni Kuin language metaphors are articulated because they contain an explanatory potential that can clarify the concept of curriculum of becoming: Yube (boa constrictor) and Kene ku (true drawings), reversing the predominant order of tree design that guides curricula.
format	article
author	Valda Inês Fontenele Pessoa
author_facet	Valda Inês Fontenele Pessoa
author_sort	Valda Inês Fontenele Pessoa
title	ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR
title_short	ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR
title_full	ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR
title_fullStr	ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR
title_full_unstemmed	ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR
title_sort	encontro com a linguagem do povo huni kuin: currículo em devir
publisher	Nepan editor
publishDate	2019
url	https://doi.org/10.29327/212070.7.2-5 https://doaj.org/article/7811e595c555484fbad271b708601996
work_keys_str_mv	AT valdainesfontenelepessoa encontrocomalinguagemdopovohunikuincurriculoemdevir
_version_	1718419841717633024

ENCONTRO COM A LINGUAGEM DO POVO HUNI KUIN: CURRÍCULO EM DEVIR

Ejemplares similares