A Escola Viva Olho do Tempo e as fontes culturais das práticas educativas dos seus educadores e educadoras do Vale do Gramame

Abstract

The work of Escola Viva Olho do Tempo - EVOT, a non-governmental organization located in Gramame Valley, is collectively built by a significant group of people, groups and entities, mobilizing professionals, institutions, partnerships and support from various areas and various City. However, the objective of this research was to identify and analyze the practices of the twelve educators who live in the community and assume the shared management of the entity. This study sought to understand, from the educational practices of EVOT, how these residents construct educators and educators, and also seeks to make them visible as authors and authors of these processes. The legacy of Popular Education and Paulo Freire articulates with these practices that move anchored in dreams, cares and shared works, important elements that mobilize these subjects for the pursuit of happiness of every day. We have identified that the cultural sources of the educative practices of these educators present an intense rooting in the territory and a strong relational aspect, important elements to rewrite the world and to rewrite the word with knowledge and actions developed by the local people. The educators take ownership of the place, if they perceive protagonists of these constructions and value the relations and the collective forms found to occupy and to strengthen the territory. The educational practices are revealed in movements of joy, celebration, freedom, care, dreams, utopias (FREIRE) and realize an education that, dialectically, supplies itself and produces collective life (BRANDÃO), in a strong identity relation with Gramame Valley. EVOT's practices, therefore, point to the deconstruction of this exclusionary hegemonic neoliberal model, in which individualism is the rule, and exercises, based on the Griô Pedagogy, an education based on the dialogical relationship, on the sharing of knowledge among the generations, on the appreciation of masters and masters of oral tradition, local culture and care for the environment. The experience hereby studied can contribute to the discussion of processes through which subjects can discover and rediscover themselves from their own references, appropriating knowledge that is connected to the context in which they are inserted and points to the need to think in strategies through which local subjects can occupy the public school to exchange knowledge and actions. This study also raises a reflection on the importance of discussing the meaning of popular education for the relationship between public education and the diverse experiences of civil society with its practices, subjects and local knowledge, building dialogues between the knowledge of written tradition and oral tradition.