Nos rios, no campo e na cidade: a arte de ensinar e aprender à luz da didática crítica intercultural e decolonial na experiência do PROEJA FIC Cáceres

Abstract

In this article, we analyze the National Program for the Integration of Professional Education with Basic Education in the Modality of Education for Youth and Adults in Initial and Continuing Training Integrated with Elementary Education (PROEJA-FIC) in the light of Intercultural and Decolonial Critical Didactics, contextualizing different approaches emerging critical didactics. We put PROEJA-FIC Cáceres into perspective as an example of the application of intercultural and decolonial principles, when considering who the students are: fishermen and small rural producers and their ways of life. We wonder if the program seeks to promote an education committed to the emancipation of students, thus promoting a more meaningful and empowering education. The results of the research, which included documentary analysis and bibliographic review, indicate that PROEJA FIC has signs of resistance to hegemonic forces and is a critical and reflective formative project, a founding mark of projects that aim for human emancipation.