Entre rodas e rodados: abraçando as vivências decoloniais nas comemorações escolares da UMEI Jacy Pacheco

Abstract

Based on the premise that the etymological origin of the word “commemorate” means “to remember together with others”, this research focuses on the reflection on the importance of moments of celebration and play with the Municipal Early Childhood Education Unit (UMEI) Jacy Pacheco, located in the city of Niterói - RJ, seeking to understand how these practices contribute to a broader vision of the educational process. The need to promote popular experiences in a more spontaneous and meaningful way is highlighted, rescuing knowledge that has been marginalized over time and reflecting on the daily production of meanings (Garcia, 2015), based on the memories woven by the teachers of the Unit. Since this is a narrative (auto)biographical research (Bragança, 2018), before delving into the reflections on this research and the teaching narratives (Passeggi, 2021), I considered it relevant to begin with a reflection on myself and what affects me (Spinoza, 2009), resulting in two initial blocks that outline who I am and the objectives I seek to achieve. In the second chapter, the school, the teachers involved in the research and the curriculum conception for the Research Group Schools-University Dialogues: Formative Processes, Curricula and Daily Life (DGPEsq/GRPesq-CNPq), of which I am a member, will be presented, as well as how it is produced and practiced in daily life at this UMEI. Next, a dialogue will be held with decolonial authors (Maldonado-Torres, 2018; Rufino, 2021) and with the narratives of lived experiences (Lima; Geraldi; Geraldi, 2015) produced by the teachers to reflect on how these events have evolved over the years and how everyday affections are directly linked to the decolonization of our knowledgedoing, also seeking to understand the interface between culture and body in these moments. In the fourth chapter, the current productions proposed by the unit will be addressed, in order to consider possible steps towards decoloniality present in the year 2024. Finally, a reflection will be made on the decolonial challenges so that the unit continues to face the colonial structures and hegemonically produced knowledge that continue to permeate our daily lives.