Entre a memória e o esquecimento: um percurso sobre o anarquismo no Rio de Janeiro

Abstract

The present work aims to present a pedagogical path in the spaces of memory and militancy of anarchism of the beginning of the 20th century, located in the Center of Rio de Janeiro. The study privileges the right to the pedagogical use of the city and the defense of a conception of teaching history that goes beyond the spaces of formal education. In this sense, it proposes a route that covers spaces consecrated in Rio's socio-political history, such as Rua do Ouvidor, o Largo de São Francisco, a Praça Tiradentes, a Rua da Constituição e a Praça da República. Throughout the work, we aim at valuing the trajectory of workers who reframed these spaces, producing a counterpoint to the hegemonic discourse reproduced by the monuments, which demarcate the official narrative of exaltation to great leaders, as protagonists of the formation of the Brazilian State. We emphasize the role of anarchists, capable of developing movements of resistance to the political-economic model of the time, through class mobilization, strikes, boycotts, in addition to the institution of popular education and alternative editorial communication networks. The application of the pedagogical path, aimed at the school community and workers interested in class experiences of different periods, implies the realization of previous activities of awareness and preparation, since learning in cities postulates unique skills. With that in mind, we present the propagation tools of the revolutionary ideas used by workers and militants of the beginning of the 20th century, such as: excerpts from articles, poems, photographic records of strikes and assemblies, among others, which mark the current status of workers' claims of the analyzed period. The set of activities addresses the problematization of naturalized perceptions, rooted in presentist tensions, enabling the critical reflection of the accumulation of experiences of resistance and congregation of the working class. Among the research references, we have the concept of integral anarchist pedagogy, committed to the experimentation of mutual aid and direct action, which gives materiality to the practice of integral education, theorized by scholars such as Mikhail Bakunin and Paul Robin, who reflected on the revolutionary role of education in building complementary freedom. Among the themes addressed by the pedagogical path, we can highlight: autonomy, democratization of teaching and access to culture and gender equality.