Annunciation of a Decolonial Epistemology: Zambiapunga as a Cultural Movement of Resistance

Abstract

The process of coloniality driven by assumptions of modernity has promoted a geopolitical matrix of knowledge that reproduces several social injustices. These mechanisms operating in society persist today, promoting above all the subalternity of bodies-territories, cultures, and knowledge, including mathematical ones. This theoretical paper is part of an ongoing thesis, and aims at answering the following concern: how can the multiple knowledges circumscribed in the cultural manifestation of Zambiapunga be used to reformulate the hegemonic model still present in teaching and learning processes? The objective is to reflect on Zambiapunga as a cultural instrument in service of a Decolonial Education in the classroom. This is a qualitative, bibliographic investigation that identifies Zambiapunga as a candidate to materialize an alternative cultural reference in support of a multi-referenced education which inspires a multicultural curriculum. As a result, vast possibilities were found for using this Afro-diasporic cultural manifestation in the service of a Decolonial Education, especially through different rationalities, memories, musicality, identities, memories, languages, histories, values ​​and customs that were made invisible in the context of coloniality.