Saberes populares e de(s)colonialização do conhecimento : círculos dialógicos e cartas pedagógicas entre mulheres do campo.

Abstract

The present dissertation entitled Popular Knowledge and De(s)colonialization of Knowledge: Dialogical Circles and Pedagogical Letters among rural women aimed to analyze the popular knowledge existing in the educational and work process of rural women, as well as how they can decolonialize scientific knowledge. The research was carried out with three women, two young women from the Escola Família Agrícola de Santa Cruz do Sul (EFASC) and another grandmother of one of the participants. The research methodology was inspired by the Freirean perspective. For that, we used Pedagogical Letters and Dialogical Circles as data construction and problematization instruments. The analysis was carried out through the codification and decoding of the following generating themes: women, work and popular knowledge. The epistemic strands that are woven in this research and that were crucial to help me in the interpretation and analysis of the themes were the historical-dialectical materialism and feminist epistemology. With this, it was possible to understand the plots and contradictions explained by the pedagogy of alternation, between popular and scientific knowledge materialized in (re)productive work. The problematizations reveal both the presence of coloniality (modern-capitalist-patriarchal) and the decoloniality of knowledge in the relationship of these women in their daily lives and at school.