Cultural Decentralization in the Primary Education of Angola

Abstract

This article presents is a theoretical-philosophical analysis on the emergence of the notion of cultural decentering operated with the process of curricular reform in Angolan basic education, in which discourses about culture acquire a certain rupture and resignification. Historically, the path traced in the construction of Angola privileged the invention of a homogeneous culture that sought to eliminate the difference and the different through the ethnic-linguistic unity and the meeting of certain unique characteristics for the great national family. With the arrangements of the educational system followed by the production of knowledge in legal documents, curricula and teachers' manuals, fragments that will serve as objects of analysis, emerges a theoretical conception of discontinuity in thinking culture. Now, the curricular texts seek, in a critical way, to challenge normative thought as cultural truth, proposing other glances in the constitution of the subject and of the society.