Ecologia de saberes, para adiar o fim da escola

Dados Bibliográficos

ID3949152
AutoresFábio Merladet (0000-0002-5518-3540, University of Coimbra), Graça Regina Franco Da Silva Reis (0000-0002-2420-0985, Universidade Federal do Rio de Janeiro), Maria Luiza Süssekind (0000-0002-7296-615X, Universidade Federal do Estado do Rio de Janeiro)
Ano2020
Volume15
Páginas1-16
Data de publicação2020-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPraxis Educativa (JOURNAL)
Identificadores do periódicoISSN: 1809-4031 • E-ISSN: 1809-4309
EditoraUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.15.17096.104
OpenAlexW3109480276
IdiomaPT
Citações recebidas2
Referências citadas5

This article was written during the Coronavirus pandemic period and displaces notions of the world and the end of the world, with support from Deszö Kosztolányi and Julio Cortázar's tales and the perspectives of expansion and invention of the present in the dialogue with the theoretic framework of Michel de Certeau, Boaventura de Sousa Santos and Ailton Krenak. In this sense, strong anti-capitalist criticism is weaved, and it is argued that the creations of curriculum practitioners are knowledge-solidarities that run into the abysmal lines of the capitalist, patriarchal and colonial West, creating possibilities of other worlds postponing its end. It is concluded that there is resistance and creation in art and everyday life from situations brought from everyday school life and the Popular University of Social Movements. Keywords: Curriculum. Decolonization. End of the world. Ecology of knowledge

Everyday life · Michel foucault · Education Pedagogy and Practices · Environmental Sustainability and Education · Rural and Ethnic Education