The time in public education: Essay starting from the movement “occupy everything”

Abstract

Understanding that the questioning of schooling as a public issue is part of the teacher’s responsibility, we rehearsed an approximation with the “Occupy Everything” movement, aiming at identifying the challenges that these students pose when we exercise pedagogical gestures understanding education as a right, knowledge as a public good and public schools as a common good. The structure of the text, marked by methodology as experience, brings what we consider public, the school as a space of protection and what constitutes authority in the teaching work. In the dialogue with Arendt, Larrosa, Masschelein, and Simons, we approach the impacts that the “Occupy Everything” movement caused, at the moment of our continued formation, outside of Brazil. In the conclusions, we identified the youth leadership of this movement and we highlighted clues for the continuous formation of pedagogical gestures in agreement with a public education that resists the mercantilization and colonization of the study.

Keywords: public school, experience, scholastic time.