Descolonizar a educação de trabalhadores/trabalhadoras: corpo e território nos dispositivos da educação profissional

Abstract

The paper explores the contradictory place of body and territory in workers’ education, taking as a case of analysis the process of teaching psychology in Professional and Technological Education (EPT). The field was developed at the Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ) Campus Niterói, in pedagogical activities developed by the first author in the context of her doctoral research. The methodology was inspired by intervention-research and feminist epistemologies and aimed to develop and analyze the effects of changing educational devices in the sense of valuing local experiences, interculturality and workers/students’ know how. Some key concepts from the theoretical field of epistemologies of the south - ecologies of knowledge, the artisanship of practices, abyssal lines - and intersectional feminism are used to rethink educational practices in EPT in a decolonial sense. The research concludes that school devices perform subjects and worlds and, therefore, are a strategic field of struggle against the different oppressions of colonialism, capitalism and patriarchy.