Resumen

JORDAO, Clarissa Menezes. Transformative epistemophagy: local knowledges and inclusion in brazilian higher education. Educ. rev. [online]. 2011, vol.27, n.2, pp. 249-276. ISSN 0102-4698.  http://dx.doi.org/10.1590/S0102-46982011000200012.

This text starts from contextualizing higher education in Brazil in terms of identity and culture, and presenting the idea of "epistemophagy" in reference to a modernist Brazilian cultural movement of the 1920's. It then moves on to a description and analysis of a specific "epistemophagic" university program designed to challenge assumptions of what constitutes academic knowledge, how it is formed, valued and distributed, as well as to develop alternatives to subject positions occupied by university professors and students. In an attempt to include local knowledge in the academic scene, this higher education program therefore is conceived as claiming, on the one hand, for an epistemology that views knowledge as collaboratively and contextually built and, on the other hand, an ontology that seeks to reexamine local and global identities in their relation to institutionalized knowledge.

Palabras llave : Knowledge; Higher Education; Curriculum.