Ensino de filosofia como contraconduta na educação popular

Abstract

This dissertation investigates the practice of teaching Philosophy in popular education settings, based on the author’s experience as an educator in grassroots preparatory courses in urban peripheries. The research adopts a cartographic approach, following the folds and unfolding’s of a pedagogical practice committed to self-creation and resistance against hegemonic modes of subjectivation imposed by power structures such as racism, colonialism, and neoliberalism. Through student narratives, classroom reports, letters, messages, and everyday school experiences, the study seeks to understand how Philosophy can operate as counter-conduct: a way of saying no to the discourses that attempt to define the value and destiny of Black, poor, and peripheral bodies. Inspired by thinkers such as Michel Foucault, Frantz Fanon, Lélia Gonzalez, Sueli Carneiro, and bell hooks, this dissertation argues that to philosophize in the “quebrada” (urban margins) is to reinvent both the world and oneself. Moving between theory and lived experience, between philosophical rigor and the sensibility of everyday life, this work affirms the teaching of Philosophy as a force of freedom and a tool for subjects to create their existence as a work of their own.