Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/40868 |
Resumo: | This thesis is part of the decolonial discussions promoted and developed by the Research Group Language in Activities in the School Context (GP LACE/CNPq), guided by Professor Fernanda Coelho Liberali. The general objective of this research was to investigate, identify and understand the logical organization of the curriculum policy on the school floor, in its space-time, and the Policy of Life / Living in the Remaning Community of the Caçandoca Quilombo, based on the Knowledge of the quilombolas and their possible contributions, in order to suggest the promotion of a training path that adopts the Curricular Justice process. The following specific objectives were considered: a) to enunciate, through the literature review, the understanding of the term Policy and the exclusion/inclusion of Being-Black in Educational Policy; b) highlight, in the school context, based on official documents, observations, interviews and activities, what are the logics in the policy and curricular training practices identified at Escola Estadual Professora Áurea Moreira Rachou, based on the dimensions of Curricular Justice; c) identify and understand the organization of political life, developed and accumulated historically through Political, Aesthetic-Corporeal and Identity Knowledge, developed in struggle and resistance. The Engaged in Participatory Collaboration methodology, considered in this thesis, adopts the Freirean perspective of immersion, emergence and insertion into reality, to identify ethical-political suffering. The method uses the following instruments: observation, interview, questionnaire and Discursive Textual Analysis (ATD), to refine and discuss the data generated during the research. The research results showed that, on the school floor, the curricular organization policy prioritizes Eurocentric knowledge, constituting the field of nomos, which captures and eliminates, based on race criteria, the elements of knowledge belonging to the body of Being- Black, what I have called Necrocurriculum. The community's dream and desire is the starting point for an engaged, collective and participatory construction. During the emergence and insertion process, the Territorial Occupation Map was produced, which presents the Political, Aesthetic-Corporal and Identity Knowledge of the quilombolas. These, in turn, enable the intercultural construction of training paths capable of contributing to Curricular Justice, in the pursuit of the dream and desire for a quilombola schooling diffrentiated, inside the community. Quilombola women, together and through emergence and insertion engaged in participatory collaboration, developed strategies that consolidated the construction of the Quilombo da Caçandoca School Education Committee and the production of a set of knowledge related to struggle and resistance |
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Liberali, Fernanda Coelhohttp://lattes.cnpq.br/0046483605366023http://lattes.cnpq.br/5711616426061996Garrido, Alex Sandro de Castro2024-01-27T20:59:09Z2024-01-27T20:59:09Z2023-12-11Garrido, Alex Sandro de Castro. Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca. 2023. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/40868This thesis is part of the decolonial discussions promoted and developed by the Research Group Language in Activities in the School Context (GP LACE/CNPq), guided by Professor Fernanda Coelho Liberali. The general objective of this research was to investigate, identify and understand the logical organization of the curriculum policy on the school floor, in its space-time, and the Policy of Life / Living in the Remaning Community of the Caçandoca Quilombo, based on the Knowledge of the quilombolas and their possible contributions, in order to suggest the promotion of a training path that adopts the Curricular Justice process. The following specific objectives were considered: a) to enunciate, through the literature review, the understanding of the term Policy and the exclusion/inclusion of Being-Black in Educational Policy; b) highlight, in the school context, based on official documents, observations, interviews and activities, what are the logics in the policy and curricular training practices identified at Escola Estadual Professora Áurea Moreira Rachou, based on the dimensions of Curricular Justice; c) identify and understand the organization of political life, developed and accumulated historically through Political, Aesthetic-Corporeal and Identity Knowledge, developed in struggle and resistance. The Engaged in Participatory Collaboration methodology, considered in this thesis, adopts the Freirean perspective of immersion, emergence and insertion into reality, to identify ethical-political suffering. The method uses the following instruments: observation, interview, questionnaire and Discursive Textual Analysis (ATD), to refine and discuss the data generated during the research. The research results showed that, on the school floor, the curricular organization policy prioritizes Eurocentric knowledge, constituting the field of nomos, which captures and eliminates, based on race criteria, the elements of knowledge belonging to the body of Being- Black, what I have called Necrocurriculum. The community's dream and desire is the starting point for an engaged, collective and participatory construction. During the emergence and insertion process, the Territorial Occupation Map was produced, which presents the Political, Aesthetic-Corporal and Identity Knowledge of the quilombolas. These, in turn, enable the intercultural construction of training paths capable of contributing to Curricular Justice, in the pursuit of the dream and desire for a quilombola schooling diffrentiated, inside the community. Quilombola women, together and through emergence and insertion engaged in participatory collaboration, developed strategies that consolidated the construction of the Quilombo da Caçandoca School Education Committee and the production of a set of knowledge related to struggle and resistanceEsta tese imbrica-se nas discussões decoloniais promovidas e desenvolvidas pelo Grupo de Pesquisa Linguagem em Atividades no Contexto Escolar (GP LACE/CNPq), orientadas pela Professora Doutora Fernanda Coelho Liberali. A pesquisa teve como objetivo geral investigar, identificar e compreender a lógica organizacional da política do currículo no chão da escola, em seu espaço-tempo, e a Política de Vida / Viver na Comunidade de Remanescentes do Quilombo da Caçandoca, sob a ótica dos Saberes dos quilombolas e suas possíveis contribuições, de modo a sugerir a fomentação de um percurso formativo que adote o processo da Justiça Curricular. Como objetivos específicos, foram considerados: a) enunciar, por meio de revisão literária, a compreensão do termo Política e a exclusão / inclusão do SerNegro na Política Educacional; b) evidenciar, no contexto escolar, a partir de documentos oficiais, observações, entrevistas e atividades, quais são as lógicas na política e as práticas de formação curricular identificadas na Escola Estadual Professora Áurea Moreira Rachou, com base nas dimensões da Justiça Curricular; c) identificar e compreender a organização da vida política, desenvolvida e acumulada historicamente por intermédio dos Saberes Políticos, Estético-Corpóreos e Identitários, desenvolvidos na luta e na resistência. A metodologia Engajados na Colaboração Participativa, considerada nesta tese, adota a perspectiva freireana da imersão, emersão e inserção na realidade, para identificar os sofrimentos ético-políticos. O método utiliza como instrumentos: observação, entrevista, questionário e Análises Textual Discursiva (ATD), para refinamento e discussão dos dados gerados durante a pesquisa. Os resultados da pesquisa evidenciaram que, no chão da escola, a política de organização curricular prioriza o conhecimento eurocêntrico, constituindo o campo do nomos, que captura e elimina, a partir dos critérios da raça, os elementos dos saberes pertencentes ao corpo do Ser-Negro, o que tenho nomeado de Necrocurrículo. O sonho e o desejo da comunidade é o ponto de partida para uma construção engajada, coletiva e participativa. Durante o processo de emersão e inserção, foi produzido o Mapa de Ocupação Territorial, que apresenta os Saberes Políticos, Estético-Corpóreos e Identitários dos quilombolas, possibilitando a construção intercultural de percursos formativos capazes de contribuir com a Justiça Curricular, na busca do sonho e do desejo de uma Educação Escolar Quilombola Diferenciada, dentro do território. As mulheres quilombolas, unidas e através da emersão e da inserção engajadas na colaboração participativa, desenvolvolveram estratégias que consolidaram a construção do Comitê de Educação Escolar Quilombo da Caçandoca e a produção de um conjunto de saberes pertencentes à luta e à resistênciaConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqFundação São Paulo – FUNDASPporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULONecrocurrículoEducação étnico-racialQuilomboDecolonialJustiça curricularNecrocurriculumAnti-racist educationQuilomboDecolonizationCurricular justiceDo necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da CaçandocaFrom the necrocurriculum to life policy at the quilombo school: remaining community of the Caçandoca Quilomboinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALAlex Sandro de Castro Garrido.pdfAlex Sandro de Castro Garrido.pdfapplication/pdf12996133https://repositorio.pucsp.br/xmlui/bitstream/handle/40868/1/Alex%20Sandro%20de%20Castro%20Garrido.pdf30390521d613e65a694b7da73f0c51aeMD51TEXTAlex Sandro de Castro Garrido.pdf.txtAlex Sandro de Castro Garrido.pdf.txtExtracted texttext/plain834130https://repositorio.pucsp.br/xmlui/bitstream/handle/40868/2/Alex%20Sandro%20de%20Castro%20Garrido.pdf.txt42f3c278d6b2ec58a02f0cfcb442842cMD52THUMBNAILAlex Sandro de Castro Garrido.pdf.jpgAlex Sandro de Castro Garrido.pdf.jpgGenerated Thumbnailimage/jpeg1264https://repositorio.pucsp.br/xmlui/bitstream/handle/40868/3/Alex%20Sandro%20de%20Castro%20Garrido.pdf.jpg3386dd073ab0497453dd7d1f8edf106eMD53handle/408682024-02-06 07:51:39.055oai:repositorio.pucsp.br:handle/40868Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2024-02-06T10:51:39Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
dc.title.alternative.en_US.fl_str_mv |
From the necrocurriculum to life policy at the quilombo school: remaining community of the Caçandoca Quilombo |
title |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
spellingShingle |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca Garrido, Alex Sandro de Castro CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Necrocurrículo Educação étnico-racial Quilombo Decolonial Justiça curricular Necrocurriculum Anti-racist education Quilombo Decolonization Curricular justice |
title_short |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
title_full |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
title_fullStr |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
title_full_unstemmed |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
title_sort |
Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca |
author |
Garrido, Alex Sandro de Castro |
author_facet |
Garrido, Alex Sandro de Castro |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Liberali, Fernanda Coelho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0046483605366023 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5711616426061996 |
dc.contributor.author.fl_str_mv |
Garrido, Alex Sandro de Castro |
contributor_str_mv |
Liberali, Fernanda Coelho |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Necrocurrículo Educação étnico-racial Quilombo Decolonial Justiça curricular Necrocurriculum Anti-racist education Quilombo Decolonization Curricular justice |
dc.subject.por.fl_str_mv |
Necrocurrículo Educação étnico-racial Quilombo Decolonial Justiça curricular |
dc.subject.eng.fl_str_mv |
Necrocurriculum Anti-racist education Quilombo Decolonization Curricular justice |
description |
This thesis is part of the decolonial discussions promoted and developed by the Research Group Language in Activities in the School Context (GP LACE/CNPq), guided by Professor Fernanda Coelho Liberali. The general objective of this research was to investigate, identify and understand the logical organization of the curriculum policy on the school floor, in its space-time, and the Policy of Life / Living in the Remaning Community of the Caçandoca Quilombo, based on the Knowledge of the quilombolas and their possible contributions, in order to suggest the promotion of a training path that adopts the Curricular Justice process. The following specific objectives were considered: a) to enunciate, through the literature review, the understanding of the term Policy and the exclusion/inclusion of Being-Black in Educational Policy; b) highlight, in the school context, based on official documents, observations, interviews and activities, what are the logics in the policy and curricular training practices identified at Escola Estadual Professora Áurea Moreira Rachou, based on the dimensions of Curricular Justice; c) identify and understand the organization of political life, developed and accumulated historically through Political, Aesthetic-Corporeal and Identity Knowledge, developed in struggle and resistance. The Engaged in Participatory Collaboration methodology, considered in this thesis, adopts the Freirean perspective of immersion, emergence and insertion into reality, to identify ethical-political suffering. The method uses the following instruments: observation, interview, questionnaire and Discursive Textual Analysis (ATD), to refine and discuss the data generated during the research. The research results showed that, on the school floor, the curricular organization policy prioritizes Eurocentric knowledge, constituting the field of nomos, which captures and eliminates, based on race criteria, the elements of knowledge belonging to the body of Being- Black, what I have called Necrocurriculum. The community's dream and desire is the starting point for an engaged, collective and participatory construction. During the emergence and insertion process, the Territorial Occupation Map was produced, which presents the Political, Aesthetic-Corporal and Identity Knowledge of the quilombolas. These, in turn, enable the intercultural construction of training paths capable of contributing to Curricular Justice, in the pursuit of the dream and desire for a quilombola schooling diffrentiated, inside the community. Quilombola women, together and through emergence and insertion engaged in participatory collaboration, developed strategies that consolidated the construction of the Quilombo da Caçandoca School Education Committee and the production of a set of knowledge related to struggle and resistance |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-12-11 |
dc.date.accessioned.fl_str_mv |
2024-01-27T20:59:09Z |
dc.date.available.fl_str_mv |
2024-01-27T20:59:09Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Garrido, Alex Sandro de Castro. Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca. 2023. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/40868 |
identifier_str_mv |
Garrido, Alex Sandro de Castro. Do necrocurrículo para a política de vida na escola do quilombo: comunidade remanescente do Quilombo da Caçandoca. 2023. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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