Pedagogia decolonial antirracista a??es pedag?gicas para uma constru??o poss?vel

• Autor(a) principal: Cruz, Eliane Almeida de Souza e
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/6145
• topic: Pedagogia decolonial antirracista; Autoetnografia; Decolonialidade; Antiracist decolonial pedagogy; Autoetnography; Decoloniality; P?dagogie d?coloniale antiraciste; Autoethographie; Decolonialit?; Educa??o

This research has been developed from the political and the perspective of the intertwined relationship of criticism, emancipation and praxis. It is to think about an anti-racial decolonial education / pedagogy, based on the pair Experience-Sense, that works as a motivation for the exposure of the subjectivation of those involved in the educational process, highlighting the construction of the student and teacher. It is the construction of a horizontal, circular and feedback road. We can also determine that there is an agent of work and an agent of experience respectively. One is the reproducer of a mechanical activity, so everything that is written about the agent of experience is the opposite of what is written about the agent of work, because it does not bring to itself the dialectic of its function. The agent of experience dialogues with his knowledge, with the theoretical field and with social facts - the historical context. These three elements are necessary in the teaching life, and in this research he brings with him a sociocritical reflection of a certain reality, mainly, as a way to validate his research. Decolonial Education enables the unveiling of knowledge and learning that are silenced in school curricula, and teachers exercise their pedagogical activity that brings an Other Thought (WALSH, 2006), through contents that are invisible by the curriculum. In this sense, Decolonial Education is another model of the dialectical game of social, political, cultural, economic interest and power of antagonistic forces that generate an epistemic hierarchization; she questions the curriculum presented for years in school curricula. This resistance is built and exercised by both educators and learners engaged in a struggle (hooks, 2013), and here, specifically, the anti-racist struggle. The writing of this thesis will address the methodology of Autoetnography, ie, reflect my background, reflection on the pedagogical practices, memories and change- permanences in the know-how of anti-racist teaching. The self-ethnographic research (Ellis and Bochner, 2000) may have subjective and contextual limitations, part of a methodology that allows another way of interpreting the world, and not being stuck in methodological procedures, which does not allow me to be in the text; It allows me to reflect on what I proposed and developed in the activities