摘要：The curriculum has become an instrument that allows training institutions to have their elaboration in front of the narratives and identities of their actors. The article aims to discuss the relationship between the curriculum and the decoloniality of being and knowledge in training processes, in order to make explicit a concept of curriculum that is capable of evoking, in its practices and methodologies, the identities, narratives and knowledge of actors in the training process, showing how it is possible for a curriculum to aggregate cultural identities in its conception. Thus, it is essential to explain what are the guiding concepts of decoloniality for the curriculum and training processes, considering the social and cultural aspects, and to point out their conditions of possibilities.
