Diálogos cotidianos: cartas a quem se atreve (re)existir
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Data
2022-06-07
Autores
Ribeiro-Queiroz, Marcela
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo produzir cartas pedagógicas acerca do diálogo que se estabelece entre as praticantepensantes dos cotidianos escolares que vivenciam o processo de elaboração e implementação do Currículo Paulista; questionando o caráter democrático do documento concernente a participação das praticantespensantes nos processos decisórios da etapa de elaboração e na invisibilização de povos subalternizados pelo sistema na seleção dos conhecimentos matemáticos legitimados pelo documento. Assim, pretendemos dialogar sobre a forma como as experiências socioculturais influenciam no processo formativo individual e coletivo e como esses saberes se articulam em prol de uma educação libertadora na perspectiva democrática; descrever o processo de elaboração e implementação do Currículo Paulista sob a perspectiva do silenciamento das vozes das praticantespensantes dos cotidianos escolares e do epistemicídio causado pela invisibilização da produção de conhecimentos de povos subalternizados pelo sistema de dominação; identificar as Matemáticas produzidas a partir de outros lócus de enunciação e reconhecer as possibilidades de ações de insubordinação criativa na perspectiva de enfrentamento a colonialidade do ser, do saber e do poder. A escolha metodológica desta pesquisa se desenha a partir da escrita de cartas pedagógicas, o que pressupõe proximidade entre pesquisador e universo pesquisado rompendo com as hierarquizações derivadas das diferentes funções na pesquisa, tornando todos participantes e coautoras desta, a qual, se dá em um diálogo direto entre professoraspesquisadorasamigas e indireto com todas as praticantespensantes que produzem currículos a partir do seu cotidiano, questionando a quem interessa um currículo que nos impõe um modo de ser, saber e poder. Ao percorrer atentos o texto escrito, é possível perceber a mistura de várias vozes e subjetividades, pois a carta pedagógica gera movimento, portanto ao escrever, ler e responder uma carta pedagógica, também produzimos dados, registramos um percurso, fazemos interpretações e reflexões acerca do nosso objeto de estudo, pois a açãoreflexão constantes geram conhecimentos. O movimento de escrever cartas pressupõe uma aventura autoral marcada por sentidos que exigem posicionamentos políticos e ideológicos, a existência de destinatários possibilita o atravessamento do diálogo como um lócus de enunciação, podendo alcançar representatividade e, consequentemente, instaurar uma perspectiva outra de produção de conhecimento e de espaço formativo.
This research aims to produce pedagogical letters about the dialogue that is established between the practitioners and thinkers of everyday school life who experience the process of elaboration and implementation of the Paulista Curriculum; questioning the democratic character of the document concerning the participation of thinking practitioners in the decision-making processes of the elaboration stage and in the invisibility of peoples subordinated by the system in the selection of mathematical knowledge legitimized by the document. Thus, we intend to dialogue about the way in which sociocultural experiences influence the individual and collective training process and how this knowledge is articulated in favor of a liberating education in the democratic perspective; to describe the process of elaboration and implementation of the Paulista Curriculum from the perspective of the silencing of the voices of the practitioners-thinkers of everyday school life and the epistemicide caused by the invisibility of the production of knowledge of peoples subordinated by the system of domination; to identify the Mathematics produced from other locus of enunciation and to recognize the possibilities of creative insubordination actions in the perspective of facing the coloniality of being, knowledge and power. The methodological choice of this research is drawn from the writing of pedagogical letters, which presupposes proximity between researchers and the researched universe, breaking with the hierarchies derived from the different functions in the research, making all participants and co-authors of this research, which takes place in a dialogue direct between professorressearchersfriends and indirect with all the thinking practitioners who produce curricula from their daily lives, questioning who is interested in a curriculum that imposes on us a way of being, knowing and being able. By carefully going through the written text, it is possible to perceive the mixture of several voices and subjectivities, because the pedagogical letter generates movement, so when writing, reading and answering a pedagogical letter, we also produce data, record a route, make interpretations and reflections about the our object of study, because constant action-reflection generate knowledge. The movement of writing letters presupposes an authorial adventure marked by meanings that require political and ideological positions, the existence of addressees makes it possible to cross the dialogue as a locus of enunciation, being able to achieve representativeness and consequently establish a different perspective of knowledge production and space. formative.
This research aims to produce pedagogical letters about the dialogue that is established between the practitioners and thinkers of everyday school life who experience the process of elaboration and implementation of the Paulista Curriculum; questioning the democratic character of the document concerning the participation of thinking practitioners in the decision-making processes of the elaboration stage and in the invisibility of peoples subordinated by the system in the selection of mathematical knowledge legitimized by the document. Thus, we intend to dialogue about the way in which sociocultural experiences influence the individual and collective training process and how this knowledge is articulated in favor of a liberating education in the democratic perspective; to describe the process of elaboration and implementation of the Paulista Curriculum from the perspective of the silencing of the voices of the practitioners-thinkers of everyday school life and the epistemicide caused by the invisibility of the production of knowledge of peoples subordinated by the system of domination; to identify the Mathematics produced from other locus of enunciation and to recognize the possibilities of creative insubordination actions in the perspective of facing the coloniality of being, knowledge and power. The methodological choice of this research is drawn from the writing of pedagogical letters, which presupposes proximity between researchers and the researched universe, breaking with the hierarchies derived from the different functions in the research, making all participants and co-authors of this research, which takes place in a dialogue direct between professorressearchersfriends and indirect with all the thinking practitioners who produce curricula from their daily lives, questioning who is interested in a curriculum that imposes on us a way of being, knowing and being able. By carefully going through the written text, it is possible to perceive the mixture of several voices and subjectivities, because the pedagogical letter generates movement, so when writing, reading and answering a pedagogical letter, we also produce data, record a route, make interpretations and reflections about the our object of study, because constant action-reflection generate knowledge. The movement of writing letters presupposes an authorial adventure marked by meanings that require political and ideological positions, the existence of addressees makes it possible to cross the dialogue as a locus of enunciation, being able to achieve representativeness and consequently establish a different perspective of knowledge production and space. formative.
Descrição
Palavras-chave
Currículo, Educação matemática, Decolonialidade, Curriculum, Mathematics education, Decoloniality