Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Garrido, Alex Sandro de Castro
 |
| Orientador(a): |
Liberali, Fernanda Coelho
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/40868
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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 |
