Tese
A escola dos que (não) são: concepções e práticas de uma educação (anti)colonial
Fecha
2019-10-01Autor
Bárbara Bruna Moreira Ramalho
Institución
Resumen
“In what ways does coloniality is expressed in the education of poor people and how is it
questioned, though forbidden, from the resistant existence of these subjects?” This is the
guiding question of this thesis. Under the notions of negative and positive recognition of poor
students, their place of residence and knowledge, we are concerned with the analysis of
“(anti)colonial” school education. Therefore, it is a discussion based on theoretical approaches
that denounce the various forms of subordination inscribed in the historical processes of
domination of the colonizer over the colonized, the colonialism; but also the persistence of this
operation mode even today, the coloniality. Thus, we build our arguments within the scope of
this thesis, but we also guide our research, as well as the presentation of the data, in dialogue
with authors linked to Latin American critical thinking, post-colonialism, decolonialism,
epistemologies of the south and subaltern studies. Looking to achieving the proposed purpose
and adopting the Militant Research as a methodological perspective, the study was conducted
in a school of the municipal education network of Belo Horizonte, named Anderson Gomes;
and in an urban occupation, which was named Marielle Franco, located very close to this
institution. In these contexts, participant observations were carried out, adopting as locus of
observation, respectively, the pedagogical coordination and the Occupation Daycare, and semistructured interviews were conducted with 26 subjects, grouped as follows: residents (seven),
students (six) and educators (13). It is in the destabilization of the prevalent school crisis
discourse formulated from the academic failures of the lower classes students that the
discussions in this work contribute. Considering the historical and contemporary colonial
association of this institution, instead of the reformist discourse, its structural revision is
imperative – an understanding that, indelibly, poses the challenge of (anti)colonial unlearning
and, thus, of the imagination of “Other” conceptions and practices of school education with
poor students.