Por um devir quilombo na escola pública: resistir com infâncias na filosofia

Abstract

Philosophy in education, through Nefi/Uerj, has arrived in the periphery and it has found not a school of theories, but a real, concrete school, in its pulsating materiality, with the lives that live there, with the ways of existence that live there, with their experiences, practices, values, beliefs and stories, voices. The come along of different worlds caused displacements, challenges and many questions that require the openning of theoretical approaches not yet studied and their implications in our formation processes in the educational experience. Philosophy became philsolophy in pretuguês in the school childhood language as Lélia Gonzalez would say. What would be the relationship between the insistence in the rounds of philosophy with a “continuous resistance” of becoming a quilombo, in the terms Beatriz Nascimento defends? Would we be making aquilombamentos between universities and public schools? Which maps were being drawn that help us to think about the senses of the relationship between university and public school that can affirm lives that resist? This writing aims to recover and retake studies that have taken place for over a decade of participacion in the research and extension project Em Caxias, a filosofia en-caixa? at the Municipal School Joaquim da Silva Peçanha, in the peripherical region in the state of Rio de Janeiro and, more recently, in three public schools in the county of São João da Barra, in partnership with Nefi/Uerj, through the project named São João da Barra es-barra na filosofia. What we try to do in this writing is to enlarge the invitation made by the children, to a teacher, a day, in a classroom. An invitation to think, to experience the aquilombamentos while a device of resistance that are not tied to a historical past, but in the process to becoming, instiganting us to converge, tacking dreams, enchantments, cardiographies, metamorphoses in Education, Philosophy and life.