DECOLONIALITY: AN APPROACH TO THE IMPORTANCE OF CULTURAL KNOWLEDGE IN THE ANGOLAN EDUCATIONAL CURRICULUM

Abstract

Coloniality constitutes a reality present in post-colonial societies, especially in Angolan society, where the persistence of different forms of domination based on structures inherited from the colonial period is evident. Thus, although Angola has achieved independence, the ways of thinking, organizing power, knowledge, and culture continue to be influenced by colonial logic. In this context, this article proposes a reflective approach to the presence of colonial thought in the Angolan educational curriculum, from a decolonial perspective, understood as a continuous struggle against the logic of coloniality and its material, epistemic, and symbolic effects. As Calderón (2017 apud Mignolo, 2007, p. 30) points out, decolonial thought “has as its raison d'être and objective the decoloniality of power” and, for this, epistemological decolonization becomes essential in order to promote progress toward a new intercultural communication, based on the exchange of experiences and meanings, as the foundation of another rationality that may legitimately aspire to a certain form of universality.