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GOVERNMENTAL INTERVENTIONS AND THE FREIREAN ANTIDOTE: ARCHETYPES OF RESISTANCE IN TIMES OF NECROEDUCATION

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DOI:

https://doi.org/10.1590/SciELOPreprints.2868

Keywords:

necroeducation, necropolitics, liberating education

Abstract

This article aims to discuss and reflect on the government interference in the current scenario of the Brazilian health crisis, triggered by the COVID-19 which, in the educational context, has restricted our pedagogical practice and, likewise, accentuated social inequalities among invisible groups. The study is grounded in the mbembenian philosophical-theoretical concept of necropolitics, that is, a policy centered on the production of death, whose assumption is the power to dictate who can live and who should die. Necroeducation implies precarious education, restricted access, inadequate infrastructure, lack of basic resources in the teaching-learning process and, the promotion of discredit in the human sciences, our place of speech, which has been perpetuating silencing, injustices and diversities in all instances. Based on that, we also revisited the freirean contribution in order to prospect emancipatory and liberating teaching actions as an antidote to restrain the numerous government interferences that emphasize necroeducation. As it is shown, this is a bibliographic study biased from a qualitative perspective for reading and interpreting data from journalistic media. In this work, the theoretical dialogue allows us to say that education for death withdraws when we understand education as a political and liberating act; when we develop educational practices that enable students to think critically about their agentive role, seeking to overcome extreme situations and, from a freirean view point, project changes in school contexts and extensions, showing everyone that it is possible and viable to create something together from the unheard of.

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Author Biographies

Francisco Estefogo , Universidade de Taubaté

Post-doctorate in Applied Linguistics and Language Studies at PUC-SP. Academic director of Cultura Inglesa Taubate and professor of the Master's Program in Applied Linguistics at UNITAU. Researcher at the DIGITMED Hiperconectando Brasil program, at PUC-SP, leader of the GEPLE (Study and Research Group on Emancipatory Languages), linked to UNITAU and majoring in Philosophy at Faculdade Dehoniana. He is also one of the leaders of the A.PR.E.CI.E, Researcher Agents Promoters of Reflection of Cultura Inglesa on English teaching, affiliated to Faculdade Cultura Inglesa.

Valdite Fuga, Faculdade de Tecnologia Mogi das cruzes

Valdite Pereira Fuga is a postdoctoral student, Ph.D and Master’s in Applied Linguistics and Language Studies at the Catholic University of São Paulo ( PUC-SP), affiliated to the Language Research in Activities in the School Context Group (LACE). She graduated in Language Studies (Portuguese and English) and in Mathematics at Mogi das Cruzes University. Currently, she is a professor in Higher Education at Faculdade de Tecnologia de Mogi das Cruzes. At the moment, she attends post-doctoral studies at PUC-SP.

Daniela Vendramini, Universidade de Sorocaba

Daniela Vendramini-Zanella tem Doutorado em Linguística Aplicada e Estudos da Linguagem pela PUC-SP e Metrado em Educação pela Universidade de Sorocaba (Uniso). Atualmente, é coordenadora e professora do curso de Letras (Português e Inglês e respectivas literaturas da Uniso. Afiliada ao Grupo de Pesquisa Linguagem em Contexto Escolar (LACE). Líder do grupo de pesquisa do diretório de pesquisa “Formação docente na perspectiva da TASHC e linguagem”.  Encontra-se em pós-doutoramento na PUC-SP.  CV: http://lattes.cnpq.br/5438619103724658

Posted

2021-09-17

Section

Human Sciences