Responding and corresponding in minor key Commoning in a school that guarantees a place for everyone

Article Sidebar

PDF [Português] (Portuguese)
Published: Jul 25, 2023
DOI: https://doi.org/10.24840/esc.vi65.609
Keywords:
minor education, public school, democracy, common

Main Article Content

Clarissa Nicolaiewsky
Departamento de Ciências e Fundamentos da Educação da Faculdade de Educação da Baixada Fluminense da Universidade do Estado do Rio de Janeiro
https://orcid.org/0000-0001-7710-843X
Teresa Gonçalves
Federal University of Rio de Janeiro
https://orcid.org/0000-0003-0573-1454

Abstract

In this article, we propose to think about the school as a public and democratic space based on participant observation research carried out in a public school in Rio de Janeiro that, affectionately called Mariana, also names its workers as such. The construction of this Mariana community is comprehended through the concept of commoning, a process which enables us to inhabit the world and grow with and in the presence of others. Marianas’ work allows us to think about how the movements of commoning take place through minor gestures, which can, in the gaps, carry out transgressions, thus producing powerful ways of experiencing education. Those concepts are looked upon intertwined with experiences such as the weekly assemblies and a project that pursued the care of oneself, for others and for the planet. It is, therefore, this minor education and its movements of responding and corresponding that interest us.

Downloads

Download data is not yet available.

Article Details

How to Cite
Nicolaiewsky, C., & Gonçalves, T. (2023). Responding and corresponding in minor key: Commoning in a school that guarantees a place for everyone. Educação, Sociedade & Culturas, 65, 1-18. https://doi.org/10.24840/esc.vi65.609
Issue
No. 65 (2023): Public School and Justice in Education: A democratic place for social transformation
Section
SPECIAL SECTION
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.

Author Biographies

Clarissa Nicolaiewsky, Departamento de Ciências e Fundamentos da Educação da Faculdade de Educação da Baixada Fluminense da Universidade do Estado do Rio de Janeiro

Professor at the Faculty of Education of Baixada Fluminense at UERJ. Doctor in Education from UFRJ. Master in Psychology from UFRJ. She is currently the coordinator of the Program Social Movements, Diferences and Education (PROMOVIDE). She researches the following topics: inclusion, teacher training and school relationships.

Teresa Gonçalves, Federal University of Rio de Janeiro

Professor at the Faculty of Education at UFRJ. Doctor in Education and Society from the University of Seville. Professor at PPGE/UFRJ. Master in Philosophy from the Katholieke Universiteit Leuven. Degree in Philosophy from the University of Lisbon. Coordinator of the Study and Research Group on the Work of Education (GESTE). She researches the following topics: the work of education, philosophy and theory of education, training of teachers and researchers in education, study practices at the university and academic writing.

How to Cite

Nicolaiewsky, C., & Gonçalves, T. (2023). Responding and corresponding in minor key: Commoning in a school that guarantees a place for everyone. Educação, Sociedade & Culturas, 65, 1-18. https://doi.org/10.24840/esc.vi65.609

References

Benjamin, Walter (2009). Reflexões sobre a criança, o brinquedo e a educação. Editora 34.

Biesta, Gert (2013). Para além da aprendizagem: Educação democrática para um futuro humano. Autêntica.

Biesta, Gert (2015). The duty to resist: Redefining the basics for today’s schools. RoSE - Research on Steiner Education, 6, 1-11. https://www.rosejourn.com/index.php/rose/article/view/265

Biesta, Gert (2018). O dever de resistir: Sobre escolas, professores e sociedade. Educação, 41(1), 21-29. https://doi.org/10.15448/1981-2582.2018.1.29749

Gallo, Sílvio (2002). Em torno de uma educação menor. Educação & Realidade, 27(2), 169-178. https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/25926

Gallo, Sílvio, & Monteiro, Alexandrina (2020). Educação menor como dispositivo potencializador de uma escola outra. REMATEC, 15(33), 186-200. https://doi.org/10.37084/REMATEC.1980-3141.2020.n33.p185-200.id228

Gomes, Elisabete X., & Gonçalves, Teresa N. (2015). Trabalho da educação: Acção humana, não-produtividade e comunidade. Interacções, 11(37), 24-46. https://doi.org/10.25755/int.8464

Higgins, Chris, & Abowitz, Kathleen (2011). What makes a public school public? A framework for evaluating the civic substance of schooling. Educational Theory, 61(4), 365-380. https://doi.org/10.1111/j.1741-5446.2011.00409.x

Ingold, Tim (2011). Estar vivo: Ensaios sobre movimento, conhecimento e descrição. Vozes.

Ingold, Tim (2018). Anthropology and/as education. Routledge.

Ingold, Tim (2020). Antropologia e/como educação. Vozes.

Krenak, Ailton (2020). Ideias para adiar o fim do mundo. Companhia das Letras.

Larrosa, Jorge (2018). Esperando não se sabe o quê: Sobre o ofício do professor. Autêntica.

Manning, Erin (2016). The minor gesture. Duke University Press.

Masschelein, Jan, & Simons, Maarten (2014). A pedagogia, a democracia, a escola. Autêntica.

Nancy, Jean L. (2016). A comunidade inoperada. 7Letras.

Nicolaiewsky, Clarissa (2020). Tornar-se Mariana: A construção da comunidade em uma escola que garanta lugar para cada um [Tese de doutoramento não publicada]. Universidade Federal do Rio de Janeiro.

Revel, Judith (2010). Construire le commun: Une ontologie. Rue Descartes, 67, 68-75. https://doi.org/10.3917/rdes.067.0068

Revel, Judith (2012). Resistências, subjetividades, o comum. Lugar Comum, 35-36, 107-114. https://revistas.ufrj.br/index.php/lc/article/view/52452/28603

Satyro, Adriane C., Silva, Fábia, Vasconcelos, Josi V., & Tkotz, Silvia (2016, julho 17-20). Reconfiguração das práticas na Escola Mariana Nunes Passos: Um projeto multirreferencial [Comunicação]. VII Congresso Internacional de Pesquisa (Auto)biográfica, Universidade Federal de Mato Grosso, Brasil.

Skliar, Carlos (2019). A escuta das diferenças. Mediação.

Tolentino, Luana (2018). Outra educação é possível: Feminismo, antirracismo e inclusão em sala de aula. Mazza Edições.

Torres, Leonor L. (2011). A construção da autonomia num contexto de dependências: Limitações e possibilidades nos processos de (in)decisão na escola pública. Educação, Sociedade & Culturas, 32, 91-109. https://doi.org/10.34626/esc.vi32