Imaginando uma Pedagogia Descolonizadora para Crianças
Uma Perspectiva Social-Psicanalítica Crítica
DOI:
https://doi.org/10.23925/2175-3520.2024i57p23-32Palavras-chave:
Pedagogia, Psicanálise, Professores, Subjetividade infantil, Teoria decolonialResumo
Uma descrição dos desafios enfrentados pelos professores nos tempos contemporâneos, quando a guerra, o deslocamento e outras forças reacionárias tornam a infância precária e resultam em uma subjetividade separada da história e caracterizada pela melancolia, é usada como base para investigar as profundas implicações desses contextos no trabalho pedagógico. O autor intersecciona os campos da pedagogia, psicanálise e teoria decolonial para explorar o potencial de uma pedagogia que amplie as possibilidades de crianças, particularmente aquelas de grupos subalternizados, para relações éticas e agência. A psicanálise é proposta como uma ferramenta para resgatar narrativas e restaurar a possibilidade metafórica em crianças cujas subjetividades são frequentemente obstruídas por forças ideológicas externas, como o neoliberalismo e o capitalismo racial. O artigo também sugere alguns princípios centrais que educadores críticos podem usar para construir uma pedagogia decolonial para crianças por meio de uma perspectiva social-psicanalítica crítica, destacando que, para isso, é necessária uma formação crítica e introspectiva para os professores.
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