A Escola como Território Decolonial: Experimentações Artísticas e Ressignificações de Conhecimento

Abstract

This dissertation investigates how pedagogical practices grounded in visual culture can contribute to the decolonization of knowledge in basic education context, specifically in a public high school in the city of Aparecida de Goiânia. The research is based in the stablishing that the brazillian public school still operates largely under colonial structures that hide the knowledge, identities and subjectivities of historically marginalized students. Considering this, a learning path is proposed that values the student's cultural repertoire and promotes critical thinking towards hegemonic narratives. The theoretical basis is anchored in studies of Visual Culture and Cultural Pedagogies, connected with references from Cultural Studies that discuss identity, representation and subjectivity. This dissertation proposes that visual culture, as a transdisciplinary field, expands the ways of seeing and interpreting the world, promoting an aesthetic, critical education committed to social transformation. Methodologically, the research adopts an action-research approach, centered on the active participation of students as coauthors of the learning process. Pedagogical workshops were held with the aim of exploring visual, artistic and literary experiences that would allow students to reconnect with their identities, reflect on their realities and construct new meanings for knowledge and for what they observe. The activities involved the use of images, cultural artifacts, visual productions and collective debates as strategies to foster critical awareness, recognition of oneself and others, and the appreciation of local knowledge. The results indicate that the integration of visual culture and cultural pedagogies offers powerful possibilities for confronting the effects of coloniality in everyday school life, favoring processes of identity redefinition, belonging and emancipation. The research brought to light that, by expanding the ways of seeing and thinking based on the experiences of the students themselves, the school can become a place for listening, dialogue and production of new knowledge.