As disputas discursivas do Pré-Vestibular Comunitário São José e suas implicações com o conhecimento escolarizado

Abstract

The present work has the objective to problematize the discursive disputes and tensions motivated by the implications of the scholarized knowledge in a social movement of popular education. Here, this process is developed through interviews, photographs and field records, understanding knowledge as non-stable discursive production and approaching the curriculum discussion as cultural production associated with the conflicts between culture, power and identity construction. The research problem turns to the analysis of how the pedagogic discourse has legitimized and associated to the disciplinary/academic knowledge the affirmation of a knowledge superior and more valid socially to be incorporated and taught in the school. In the text, I reflect on my experience as a former student and current member of the pedagogical team of the Pré-Vestibular Comunitário São José, which works in the West Zone of the city of Rio de Janeiro, in the neighborhood of Campo Grande, giving priority to lower middle class youth and adults. I emphasize the relevance of the research for the educational field because I understand that such reflections are important to think of the social as a discursive construction that at all times is being stressed by attempts to fix the senses in which spaces that enable a voluntary organization for to the access to higher education continue to dispute senses in the educational and political fields. It is important to emphasize the acting of social movements of popular education as agents that pressure the redefinition of Higher Education institutions for the acquisition of public policies that attend popular sectors and historically discriminated social groups. The study is justified to the extent that the community pre entrance exam constituting as alternative spaces of formation whose power is in its radical characterization as space-time curriculum that have as presupposition the bet in the personal and global growth of the subjects of an inclusive perspective of social justice. In this work, I assume a post-foundational and poststructuralist discursive perspective to analyze the normative dynamics that reinforces the hegemony of scientific knowledge characterized in the processes of formal schooling and that challenges other educational spaces to build processes of formation beyond the pragmatism content conceived as the most appropriate route for success in admission exams to higher education.