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'Every Indigenous Person Has Science': Decolonization of Curricular Epistemicide in Indigenous School Education

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Title: 'Every Indigenous Person Has Science': Decolonization of Curricular Epistemicide in Indigenous School Education
Language: English
Authors: Paulo Marinho (ORCID 0000-0003-4898-2982), Aldemir Barros (ORCID 0009-0004-5480-2954)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Indigenous Populations, Community Schools, Decolonization, Epistemology, Indigenous Knowledge, Curriculum Development, Social Justice
Geographic Terms: Brazil
DOI: 10.1111/ejed.70586
ISSN: 0141-8211
1465-3435
Abstract: This paper examines the decolonisation of curricula in Indigenous schooling as an act of resistance to epistemicide, focusing on curricular practices and pedagogical actions that affirm Indigenous knowledge. The study adopted a multiple-case design grounded in an emic-etic approach and involved two Indigenous community schools in the state of Alagoas, Brazil. Its aim was to map and analyse the curricular practices and pedagogical initiatives developed in these schools. The findings show that both schools and their actors are engaged in an ongoing struggle to rebuild and re-signify their curricula, reaffirming the premise that "every Indigenous person has science." In doing so, they not only challenge dominant epistemic narratives but also advance social justice and emancipation by recognising and valuing traditional Indigenous knowledge.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507333
Database: ERIC
FullText Text:
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  Data: 'Every Indigenous Person Has Science': Decolonization of Curricular Epistemicide in Indigenous School Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Paulo+Marinho%22">Paulo Marinho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4898-2982">0000-0003-4898-2982</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aldemir+Barros%22">Aldemir Barros</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-5480-2954">0009-0004-5480-2954</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 11
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Schools%22">Community Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Data: 10.1111/ejed.70586
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  Data: 0141-8211<br />1465-3435
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  Data: This paper examines the decolonisation of curricula in Indigenous schooling as an act of resistance to epistemicide, focusing on curricular practices and pedagogical actions that affirm Indigenous knowledge. The study adopted a multiple-case design grounded in an emic-etic approach and involved two Indigenous community schools in the state of Alagoas, Brazil. Its aim was to map and analyse the curricular practices and pedagogical initiatives developed in these schools. The findings show that both schools and their actors are engaged in an ongoing struggle to rebuild and re-signify their curricula, reaffirming the premise that "every Indigenous person has science." In doing so, they not only challenge dominant epistemic narratives but also advance social justice and emancipation by recognising and valuing traditional Indigenous knowledge.
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  Data: 2026
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      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Community Schools
        Type: general
      – SubjectFull: Decolonization
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      – SubjectFull: Epistemology
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      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Social Justice
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      – TitleFull: 'Every Indigenous Person Has Science': Decolonization of Curricular Epistemicide in Indigenous School Education
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