Educação escolar quilombola e emancipação: a afirmação dialética em face de modalidades educacionais unidimensionais

Abstract

The research that resulted in this thesis was committed to investigate the dialogicity between Quilombola school education, visualized in its characteristics: territory, culture, orality, ancestry, memory, identity, religiosity and resistance, all intersected by quilombagem, which in the words of Moura (2001) is a revolutionary stance and emancipation suggested by Herbert Marcuse, focusing on important aspects of his thought, such as revolution, revolutionary subject, democratic socialism and utopia, crowned with the criticism of late capitalism society, centered on the machine and its unfoldings: containment, integration and consumption as techniques inhibiting the process of qualitative social transformation. Since Marcusean thought and the aforementioned educational modality signal some kind of emancipation, we analyze enlightenment, political, and human emancipation. In order to accomplish this goal, we defined as a general objective: to investigate the dialogical relationship between emancipation suggested by Marcuse and quilombola school education. As for the specific objectives, we proposed to describe the enlightenment, political and human emancipation, understand the concept of emancipation elaborated by Marcuse, and analyze the basic characteristics of quilombola school education. We used several authors, such as: Moura (2001; 2020a), Munanga (2020), d'Adesky (2018), Fiabani (2005), Gorender (2016), Williams (2012), Menezes (2014; 2021), Tonet (2005), Marx (2006) and Mészáros (2002), Marcuse (1973a; 1999a; 1968), as well as articles and theses. This is a bibliographical research with a critical-dialectical approach, whose object of study is the dialogical relationship between the philosopher Marcuse's thought and quilombola school education and aims to answer/solve the following problem: in what way is a dialogical relationship established between quilombola school education and the emancipation proposed by Marcuse? At this point we present three hypotheses: first, the suggested dialogical relationship is established naturally, since Marcusean emancipation is articulated with several characteristics of quilombola school education; second, the dialogical relationship is established in a critical-discursive manner devoid of practical-transformative incidence; and third, the dialogical relationship, in the case under study, occurs fictitiously without any historical basis.