Main Article Content
The article explores to which extent, through the inclusion of the local knowledge in Mozambican curriculum, a space of an argumentative dialogue between local and modern knowledge was institutionalized. It is argued that the local curriculum is not only a space for the integration of both kinds of knowledge, values and practices, but potentially it is a space of negotiation, evaluation and validation of both. In other words the article explores the hypothesis of the local curriculum being a space for the appropriation and reappropriation of both kinds of knowledge, that is, the space where the “silent coexistence” will be transformed into an “argumentative dialogue” between local and modern knowledge.
Keywords: Local curriculum, indigenous knowledge, local knowledge, education, argumentative dialogue.