Subversões políticas e epistêmicas: reflexões sobre a Pós-Graduação stricto sensu a partir de uma proposição descolonizadora e emancipatória no percurso formativo GENTES.

Abstract

This research questions the access of people from the periphery, those placed on the margins of the hegemonies of power and knowledge; The analysis focus is the continued professional training of teachers carried out by the Grupo de Estudos Novas Tematicas, Epistemologias e Saberes – GENTES. The qualitative analysis was carried out through content analysis of the data collected, collaboratively, in participant observation being conducted from April 2022 to November 2023 and also interviews with seven continuing education participants during the year 2023. The problematization brought to debate the exclusion of teachers, from basic education in Bahia, from stricto sensu postgraduate studies, a fact that suggests a certain contradiction considering that they are theoretically educated, cultured and intellective subjects. The incongruity, according to the investigation, is anchored in the categorization and discrimination of race, gender and economic class that tacitly operate as selection and elimination criteria. To understand how the exclusion of peripheral bodies from master's and doctoral levels takes place, we started with research on postgraduate studies since its foundation in the 1960s. We analyze higher education, the university and policies aimed at this stage of education as a reflection of governmental, institutional, racial, class and gender policies engendered in the colonial past, maintained and updated by the dominant influence of Euro-North American capitalism on the production of knowledge at the levels of education, training and research. This research demonstrated that the peripheries are inscribed on individual’s bodies through social markers and that even teachers face multiple forms of discrimination, and sometimes are disqualified, subjugated and excluded. The study highlighted the overlapping of oppressions inflicted by racial, class, gender and linguistic violence, placing them as determinations of the exclusion of these individuals from the spaces of production of scientific knowledge. At the same time, the study indicated possibilities of subversion of hegemonic models of knowledge and power based on borderline ways of knowing and generating knowledge identified and recognized in the continuing education of teachers in the GENTES collective. By making public the effects of the convergence pedagogy used by the GENTES collective, as a subsidy for access to postgraduate studies, the research revealed the need and importance of public inclusion policies also at the postgraduate level.