“Em primeiro lugar, comer”: Educação, Conhecimentos e Interculturalidade nos Cotidianos Escolares em Nampula – Moçambique

• Autor(a) principal: Chaua, Roberto da Costa Joaquim
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17313
• topic: Knowledge; Dailly School; Education; Interculturality; Nampula, Mozambique; Educação – Moçambique; Escolas – Moçambique; Conhecimentos; Cotidiano Escolar; Interculturalidade; Nampula, Moçambique; Educação; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

The research in which this thesis intends to translate has the aim to understand, in relation woven everyday, the symbolic production of models current in educational communities anda how these models establish or disestablish languages and visions over Education, Kwoledge and Interculturality in Mozambique. The starting point is related to findings in the research Masters Degree in which indicated endurance in daily schools of Nampula, tensioning and conflits between different networks of knowledge productions, morally, the school and initiation rites which signaled the need to base the dialogues between these instances. This thesis proposes that suen dialogues take place metaphorically around the campfire. The bonfire is presented as a possibility for an colletive understanding and intercultural experience in communitary contexts in which it is necessary to live and dream. The “in the first place, eat” (MBEMBE, 2013) is presented as valuable sign in order to understand these daily, its relations with schooling and its senses mobilized in the contexts of school communities. The conversations developed among students, teachers other individuals in daily schools of Nampula city and Murrupula district of Nampula, allows to understand that the “existencial dramas” present in educational space and the production of knowledge in Mozambique denounces the sores of colonialism and point its hegemonic preposition – which is raised whith the wish of one’s erasure – provides maintainers frests of “epistemic fire” which is reffered its school occupation. When indicating marginalization processes, narrating its prepositions of the future and other dailly “dramas” these subjects announce an ingenious way of thinking and interculturality, education and knowledge.