“Nós somos o resultado do nosso encontro” Pedagogia da ocupação: educação como prática da liberdade e do encantamento

Abstract

This work analyzes the student occupancy that took place at IFRJ in 2016, and which was mainly carried out by women – young students and students benefiting from affirmative actions to reduce racial and economic inequality, in the wake of the racial and economic quota policies implemented at the institution in 2012. In this perspective, I perceive student occupancies as inscriptions of continuous movements of struggle marked by the racial and economic quotas and the admission of a student who tensions the meritocratic, elitist, racist, sexist, classist and conservative institutional culture.Two questions guide the development of this study, namely, student occupancies as a reflection of quota policies and female protagonism as a structuring pillar of the movement. These two connections are analyzed by me considering the understanding of the margin as an opening space, in the theoretical terms proposed by Bell Hooks. The occupancy is an action of marginal students driven by the re-enchantment with the school space and the re-signification of a school culture that normalized violence, racism and segregationism, reflecting the structural inequalities that are founding and sustaining a dependent-patriarchal-white-heteronormative capitalism. This powerful movement of marginal youth resistance restored to the school, through the action of the students, the enchantment of the commitment to an emancipatory, transgressive, loving and liberating education, designed and carried out by the oppressed ones. Thus, taking up the main lines of Paulo Freire and the Hooksian thought, this thesis proposes a pedagogy of occupancy, understood as education for the practice of freedom.I associated this reflection with the concept of “enchantment”, as proposed by Luiz Antonio Simas, for whom the opposite of life is not death, but disenchantment. Thus, affirming enchantment is affirming the right to life with joy, struggle and love. The pedagogy of occupancy intersects reflections on youth, race relations, radical feminism, racial and economic quotas, ancestry, resistance, love and enchantment, guided by non-Eurocentered epistemological extensions arising from counter-hegemonic, marginal life experiences, understood as diasporic ancestral wisdoms. The issue of the decolonization of knowledge, as well as of writing and language, emerges as a commitment to repair and combat epistemicide, and the writing of this thesis is crossed by the "voices" of mostly Brazilian authors - interpreters from Brazil commonly made invisible by the cultural heteronomy that marks a dependent capitalist society. Methodologically, we sought to theorize the experience lived by young students in the student occupation movement, giving centrality to their narratives, stitching the memory of the occupation into the language of the occupants, thus combining personal analysis with criticism and perspectives theoretical. It is concluded that the student occupation is a continuous, historical, diasporic and permanent struggle for the liberation of the oppressed.