Práxis decolonial no cursinho popular Viva a Palavra: letramentos de reexistência
DOI:
https://doi.org/10.4013/cld.2023.212.06Keywords:
Teacher training, Re-existence literacies, DecolonialityAbstract
We aim to show how the formation processes of the Cursinho Popular XXXXXXXX are configured as literacies of reexistence, based on a decolonial praxis, which aims to destabilize “crystallized” discourses, whose socially validated practices are only those learned in traditional formal education models. Therefore, we take as a basis what is proposed as reexistence literacy (Souza, 2011) in dialogue with the decolonial epistemologies of Latin American thinkers (Grosfoguel, 2010; Quijano, 2005; Souza, 2011; Freire, 2013), who turn to for the daily problems of marginalized subjects in the modern capitalist world. The course's actions are configured according to the cartography methodology, characterized by accompanying processes. Thus, the social practices developed in Popular Education and Cooperative Learning corroborate the process of re-existence and production of subjectivities of young people from the periphery, showing alternatives to the hegemonic and excluding discourses historically constructed.
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