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.
Marinho et al. (Fri,) studied this question.