A FISH OUT OF WATER: HOW THE CURRICULUM OF MODERNITY FORMATED A TEACHER

Abstract

This theoretical essay addresses the modern, monocultural and hegemonic curriculum in the formation of subjects. I make a retrospective of my training and teaching in Indigenous School Education, reflecting the format provided by a modern monocultural curriculum based on the meta-narratives of the Modernity project. The theoretical foundation was based on authors such as Castro-Gomez, Boaventura, Bujes, Silva and others, who helped in the appropriation of knowledge and recognition of difference from the Post-Critical perspective, which makes us understand and recognize how different subjects are produced, manufactured through school education. We reflect on the way forward of being a teacher immersed in an “other” culture, with the arrogance of thinking that she has a knowledge superior to that of those around her. It was with homogeneous ideas based on the meta-narratives of modernity, of high culture and low culture, of scientific and common sense, that I arrived in the village to teach indigenous children, and over time I see that I learned more than I taught.