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This study investigates the theoretical-methodological construction of the curriculum, understanding itself as an essential item to the human education, and analyzing  how much it becomes weaponized by external euro-americanized dogmas and precepts, causing distortions and the erasing of the ones historically subordinated to the estabilishment thinking. It is a qualitative and theoretical-analytical research. In this perspective, the decolonial studies (BERNARDINO-COSTA AND GROSFOGUEL 2016), (QUIJANO, 2002), (BALLESTRIN, 2013), (QUINTERO et al, 2019), as well as those that refer to an educational curriculum, were  the basis of this research. Furthermore, in a curriculum post-critical view,  relying on the theorists (VEIGA NETO, 2002; 2005), (GOODSON, 2010), (MACEDO, 2012); in another theoretical instance, called critical interculturality, established in decolonial studies, WALSH (2009; 2009a; 2019), Candau (2008; 2010; 2011) were references. Furthermore, it has as its foundation on the following research problem: how did the theoretical-methodological construction of the knowledge field, called curriculum, accentuated the exclusion of subordinate subjects, relegating them to secondary plans, when it comes to education?

A PERSPECTIVA DO OUTRO NA INSTÂNCIA CURRICULAR (DE)COLONIAL: ALIJAMENTOS HISTÓRICOS E POSSIBILIDADES DE MUDANÇA