Antiespecismo e formação de professoras: um fazer inventivo com diários de campo

Abstract

Speciesism is the oppression that non-human beings suffer because they belong to another species. It is a multifactorial phenomenon and interdependent on other forms of domination, such as colonialism, racism, machismo and capitalism. Among the many spaces in which this oppression is produced and taught are educational institutions such as schools and universities. This thesis, through intervention research and in the company of field diaries, seeks to highlight how teacher formation helps to reproduce speciesist logic that will resonate in basic school and in life. It also seeks to demonstrate how inventive formation can lead thought to perceive and question speciesism, forging gaps to produce other ways of seeing non-human animals, ways in which they are not seen as objects of property, exposed to the exploitation of their bodies and the deprivation of their freedom. What drives inventive formation is the bet on problematizing in order to unlearn what conforms and immobilizes us. How do we still use colonial culture and values to romanticize and justify the violence and exploitation of other beings? What devices are involved in capturing empathy, enchantment, becomings, and in promoting domination? These and many other questions make the axes of analysis and intervention explicit, permeating the production of the research which, it could be said, is an antispeciesist "activist thesis", an unfolding of a way of being in the world and of giving visibility to other possibilities of relating t animals. The proposal is thus to problematize how certain speciesist concepts are reproduced, naturalized or questioned in teacher formation, maintaining logics that legitimize a model of exploitation, domination and death of countless human and non-human beings, in order to invent antispeciesist ways of teacher formation.