Ser e estar estudante e morador na favela: produção, tradução e negociação de sentidos enunciados por educadores e educandos da Maré

• Autor(a) principal: Crespo, Pedro Ferreira de Lima
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18277
• topic: Curriculum; Culture; Education in Urban Outskirts; Post-structuralism; Currículo; Cultura; Educação em Periferias Urbanas; Pós-estruturalismo; Maré (Rio de Janeiro); CIENCIAS HUMANAS::EDUCACAO

This research aims to identify manifestations of power that emerge in the meanings enunciated by educators and students in the Complexo de Favelas da Maré about educational processes, based on the meanings they produce about their trajectories and experiences. I operate with the assumption that the signifiers favela, violence and poverty are articulated and produce stigmas and essentializations of territories and subjects with impacts on the ways of signifying the role of school and schooling in the lives of children and young people living in favelas. Meanings that, by emphasizing the lack and precariousness of living conditions, miss the creative power of re-existence that emerges in these places. This statementdoes not disregard the lack, the precariousness, the violence that crosses these lives. However, it is an effort to go beyond what is naturalized and which has contributed to the reduction of these lives to subalternity (BUTLER, 2015). Thus, betting on a deconstructive posture (DERRIDA, 2005) of estrangement, I propose to identify the power that allows them to re-exist on a daily basis. It is about assuming, from a poststructuralist perspective, that social life is discursively organized (LACLAU; MOUFFE, 2015) and thus betting on the hyperpoliticization of the social, dissolving what is naturalized and committing myself to the construction of other possibilities. meaning without a priori guarantees (DERRIDA, 2005). In this endeavor, some operators emerge asimportant for carrying out the study: discourse (LACLAU; MOUFFE, 2015); difference, stigma and stereotype (BHABHA, 1998). What is “being” a student and resident in the favela? Is it possible to project or establish identities for subjects based on their school or housing condition? In this study, from a post-structural and post-foundational perspective, I present a problematization that dissociates itself from binary or essentialist logics as it seeks other possible forms of meanings of favela creativity and power production.