CRIAR, RESISTIR E TRANSGREDIR: PEDAGOGIA CRÍTICA DE PROJETOS E PRÁTICAS DE INSURGÊNCIAS NA EDUCAÇÃO E NOS ESTUDOS DA LINGUAGEM

Abstract

In this essay, we first address the paths taken by the critical perspectives on language studies, from the rejection of the basic epistemological assumptions of modernity, centered on the ideas of duality, causality, and linear and mechanical thinking. We affirm the ethical commitments with the changes of the 21st century, which also point to the need for positions of resistance, in addition to criticism. We promote, from the notion of resistance, an important differentiation in order to construct a not only critical, but critical-transgressive and decolonial position, starting from the distinction between reactionary resistance and transgressive resistance, especially in educational practices. Finally, we defend a methodology for this work perspective in schools through what we call Project Critical Pedagogy, focused on the intensification of new ways of knowing, being and power, from the point of view of constructing a creative authorship in social educational practices in the perspective of decolonial studies.