“Vidas outras para mundos outros”: sobre desescolarizar as práticas de educação

Abstract

The main objective of this thesis is to place under analysis practices that subvert mainstream logics in education, which I call unschooling in this work. With the threads that weave this research I seek to bring for analysis educational experiences that produce twists in what's instituted; experiences that create their own practices, betting on the collective construction born out of their meetings. At the same time this research was composed, written and organized with the intention of also “unschooling” the “research methods”, rejecting a tradition that defends neutrality and scientific rationality, in order to dispute research as an ethical bet on the care for oneself, within the field of the practices, stating research as a form of existence that connects my choices for the problematic field and the path I take in the act of researching. Thus, I opted for cartographic intervention research, I followed the principles of institutional analysis and cartography to assume this research as an ethical, political position capable of questioning the establishment. Along this path, I was lead by the events, the meetings and the affection, making from them the power of the act of researching, understanding that researching is an intervention capable of creating new territories of existence for people and the production of science. In this way the resulting cartography places collective experiences of education under analysis: in collective parental initiatives and the university shambles. The analysis are supported on the studies of Michel Foucault, especially in its last courses focused on the problematic between subjectivity and truth, as well as on the works of Conceição Evaristo and her escrevivência, where the philosopher and the poetess, novelist and essay writer bring up an ethics that invests in the invention of other ways of life.