Para este texto trazemos o conceito de colonialidade do grupo Modernidade/Colonialidade (M/C), de pedagogia decolonial cunhada por Catherine Walsh, e de feminismo negro e feminismos decoloniais, considerando tais discussões para a Educação em Ciências em um grupo de estudantes da Educação de Jovens, Adultos e Idosos como parte de uma pesquisa de mestrado. Como inspiração metodológica condizente com a perspectiva teórica nos baseamos na autora Conceição Evaristo a partir de seu conceito de escrevivência que por meio de subjetividades revela traços coletivos. Refletindo sobre a colonialidade de gênero discutida nos feminismos decoloniais percebemos que as escrevivências revelam dores, angústias e estratégias de resistência que nos levaram a pensar nas condições de ser mulher em uma sociedade sexista.Palavras-chave: Escrevivência. Decolonialidade. EJA. Gênero. Abstract: In this paper we approach the concept of coloniality of the Modernity / Coloniality group and the Decolonial Pedagogy coined by Catherine Walsh to discuss Science Education. The methodology of the article is based on the author Conceição Evaristo based on her concept of clerk, fostering discussions about the authorship of a group of students of Youth and Adult Education. The registries were part of a set of workshops carried out as part of a master's research. From the registries carried out by this group, we selected texts by women who wrote about their lives in order to reveal their pains and anguishes regarding the men who went through their lives. These reports were analyzed in order to address the colonialities and gender issues intrinsic to women.Keywords: Escrevivência. Decoloniality. EJA (youth, adult and elderly education). Genre.
Este artigo foi escrito a partir dos estudos do grupo pesquisa TRAME (Trabalho, Movimentos Sociais Populares e Educação do Campo) da Faculdade de Educação da UFJF (Universidade Federal de Juiz de Fora) realizados em Escolas do Campo, no município de Lima Duarte, MG. Os encontros feitos por este Grupo de Pesquisa no Município discutiu as políticas públicas em educação e, principalmente Palavras-chave: Educação do Campo, Políticas Públicas, Formação de professores ABSTRACT This article was written from the studies of the TRAME (Work, Popular Social Movements and Rural education) research group of the UFJF (Federal University of Juiz de Fora) School of Education held in Escolas do Campo, in the municipality of Lima Duarte, MG. The meetings held by this Research Group in the municipality discussed public policies on education and, especially, the strength of rural education in the municipality. This text seeks to discuss the advances and obstacles that circumscribe the viability of education in the countryside, even so, has as its theoretical basis the studies carried out in the meetings of the research group and as an empirical basis the ethnographic visits made to rural schools in Lima Duarte. In a first moment, it brings a brief diagnosis of this situation, taking into consideration the training/consciousness of teachers and students in order to perceive their rural areas as fields of possibilities and resistance to capitalist ideology, the institutionalization of a modern, elitist culture, which explores us, alienates us and reduces us to a fragmented cultural model. This project has accompanied the work done by a group of active teachers, who value the rural, and who even when policies that have not been discussed with the school community reach them, they rebuild them, enabling the construction of knowledge that makes sense for the school community. In this sense, it has been fundamental to strengthen the struggle in the defense of rural schools, seeking to articulate/dialogue with their communities, pedagogical professionals and managers, the cultural/local importance of these schools and their territorialities.
RESUMO:Este texto traz reflexões e questões a partir de uma proposta de pesquisa colaborativa na qual as narrativas autobiográficas de professoras do campo nos apresentam elementos sobre a docência, seja na forma como a exercemos seja como a descrevemos através das lembranças da infância e da escola. Assim, com foco nas histórias de vida destas docentes, atentamos para as tessituras possíveis na construção de conhecimentos neste contexto, cujo cenário é a Escola Municipal de Santa Bárbara, localizada no município de Miradouro/MG. Trazemos, para dialogar conosco, autores como Paulo Freire, Michel de Certeau e Boaventura de Sousa Santos que se entrelaçam às falas recheadas de memórias, saberes e sonhos das professoras. Palavras-chave:Memórias -Construção de Conhecimentos -Formação Docente.
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