About the denaturalization of the school experience: contributions decolonial and feminist

Abstract

Formative mark of the school experience is indelible, although memory seems forget it is embodied and crosses contexts and situations to re-meet as teachers. As teachers, our work material is knowledge, more or less defined in curriculums, studies plans in each country. But both the knowledge and the school and the nation state are enrolled in broader structures of colonial relations between centers and peripheries. The decolonial studies investigate the persistence of modern colonial categories that subordinate thoughts and practices to the logic of the conqueror: male, white, heterosexual, bourgeois. The dichotomous logic of modern illuminism, which has propagated the capitalist domination, operates as symbolic violence that divides and hierarchizes the school experience and life. On the contrary, from a logical intersectional different dimensions such as race, class, sexuality and gender are articulated, in an act of thought capable of denaturing homogeneous and foreign classifications. Thus, the fictional construct "race" is valid in an inherited form of think of ourselves, minus valued from the European pattern (Quijano, 2000). We try to make way for an alternative transversality, considering that educational practices are historical productions and pedagogy is not a result to be achieved but rather possibility of experience.