02 de setembro de 2024<\/p>\n
\"Miss V.'s doll is prettier because she's been playing with clay for longer\". <\/p>\n Last week my father asked me why I always end up going back to work at schools. We had coffee in the late afternoon. I tried to tell him what I'm going to try to tell you here.<\/p>\n The school has become the main agency for human (de-\/con-)formation in Brazil: as an arm of the State, it is present in peripheries, hamlets and quilombos. There were 47.3 million children and adolescents enrolled in schools in the country in 2023, according to the School Census. Dialogue with basic education is urgent, since more than twenty percent of Brazil's total population is linked to a school unit. It becomes even more urgent because the school population is composed of the most vulnerable layer of society: children. And this dialogue is not exclusive to parents and educators. Economists, artists, physicists, astronomers, musicians... all of society should be committed to the future of education and childhood. Children are the most vulnerable to climate crises and all existing social crises. Changing the course of our country's childhoods is the only way to make the future possible.<\/p>\n There's a proverb that says:<\/p>\n \u201cN\u00f3s n\u00e3o herdamos o mundo de nossos antepassados, n\u00f3s o pegamos emprestado dos nossos filhos.\u201d\u00b9<\/p>\n Textbooks still talk about hydroelectric power without mentioning the impacts caused by hydroelectric plants on life. I always remember Ailton Krenak saying that nature is not \u2018a natural resource\u2019, a storehouse from which we take things. This information needs to reach schools. Adults, as entities of nature, need to weave dialogues with children. A dialogue between living beings. The colonialist system is at the service of a structured, universalist, oppressive way of thinking, and it knows exactly what it's doing. It has no interest in creating real prospects for the future. The State which regulates education in Brazil is the same State which knows that every 24 hours 320 children and adolescents are sexually exploited in the country. The State at the service of colonialism is dead. It's our duty, as living people, to weave dialogues about life. Structures serve agendas; schools serve people. And because it serves people directly, it needs life.<\/p>\n We, who have been playing around here for longer, can and should share with children possible ways to build \u2018dolls\u2019 and futures. I read in an education magazine that, in the United States, the same architects who designed prisons designed schools. The schools I studied in could easily have been used as locations for films set in prisons: they had high walls, bars on staircases, bars in corridors and bars in pavilions. We called the annex to the building where I went to secondary school \u2018Carandiru\u2019.<\/p>\n In Brazil, only 34.5 per cent of municipal schools have a green area\u00b2. The schools are pure cement; no natural light; no natural ventilation. If we follow the logic of 7-year-old Jos\u00e9's thinking, architects, people who have been playing at designing for a long time, could design more beautiful schools and propose to institutions, in a technical way, projects that respect children's lives and nature. An architecture for the sake of good living for children and the school community. Bringing up the green, the trees, activating and awakening memories is work for a whole community. One teacher with 35 children can't break cement to plant a tree. That's why I went back to school with the Selvagem Ways of Knowing Group. I went back with a community.<\/p>\n We're still discussing things that should already be being practised. Those of us who have been playing here for longer have this habit of discussing things instead of practising them. It's a habit of those who have been schooled by colonialism.<\/p>\n Colonialism distributes people into age groups, segregates them and says that schools are for teachers and pupils. If we borrow the world from our children, and they are at school, that's where we should be too, learning from those who lent it to us, learning how to give back what we borrowed. Being together in confluence with children shouldn't be a metaphor. Interaction and reciprocity are present in all natural phenomena. Contact is necessary for the maintenance of life. We live because life has a sensitive and super elaborate web of contact and co-operation\u00b3.<\/p>\n At this point, we unite Nego Bispo's thinking with that of the boy Jos\u00e9: if life is circular and it thrives with sharing, the experience converges in the condition of support for the grandchildren's generation.<\/p>\n To summarise the answer, I can hope that the hand that trains also teaches to be free.<\/p>\n _______<\/p>\n \u00b9 A proverb credited to indigenous people from what we now call North America.<\/p>\n \u00b2\u00a0Depend\u00eancia f\u00edsica existente \u00e0 escola. \u00c1rea verde, espa\u00e7o de dom\u00ednio escolar dotado de vegeta\u00e7\u00e3o ou gramado, livre de impermeabiliza\u00e7\u00e3o, que desempenhe fun\u00e7\u00e3o educativa, ecol\u00f3gica, paisag\u00edstica ou recreativa, propiciando a melhoria da qualidade est\u00e9tica, funcional e ambiental da escola, sendo recomendado seu uso pedag\u00f3gico com o desenvolvimento de projetos de educa\u00e7\u00e3o ambiental, como horta, jardim, pomar, viveiro de mudas de planta e canteiros ornamentais.<\/p>\n \u00b3\u201c\u2026a simbiose \u00e9 \u2018simplesmente a conviv\u00eancia com contato f\u00edsico de organismos de esp\u00e9cies diferentes. Parceiros na simbiose, companheiros na\u00a0simbiontes\u00a0subsistem literalmente tocando um ao outro ou mesmo um dentro do outro, no mesmo lugar e no mesmo tempo.\u201d<\/p>\n Margulis, Lynn.\u00a0Symbiotic Planet<\/i>\u00a0\u2013 um novo olhar para a evolu\u00e7\u00e3o. Rio de Janeiro: Dantes Editora, 2022.<\/p>","protected":false},"excerpt":{"rendered":" POR QUE ESCOLA? Veronica Pinheiro 02 de setembro de 2024 \u201cO boneco da tia \u00e9 mais bonito porque ela brinca de argila h\u00e1 mais tempo\u201d. Jos\u00e9, 7 anos Semana passada meu pai me perguntou por que eu sempre volto a trabalhar em escola. Tomamos um caf\u00e9 no final da tarde. Tentei dizer pra ele o que vou tentar dizer aqui. A escola tornou-se a principal ag\u00eancia de (de-\/con-)forma\u00e7\u00e3o humana no Brasil: como bra\u00e7o do Estado, ela se faz presente em periferias, aldeias e quilombos. S\u00e3o 47,3 milh\u00f5es de crian\u00e7as e adolescentes matriculados em 2023 no pa\u00eds, segundo o Censo Escolar. O di\u00e1logo com a educa\u00e7\u00e3o b\u00e1sica \u00e9 urgente, uma vez que mais de vinte por cento da popula\u00e7\u00e3o total do Brasil est\u00e1 vinculada a uma unidade escolar. Mais urgente ainda se torna porque a popula\u00e7\u00e3o escolar \u00e9 composta pela camada mais vulner\u00e1vel da sociedade: as crian\u00e7as. E esse di\u00e1logo n\u00e3o \u00e9 exclusivo para pais e educadores. Economistas, artistas, f\u00edsicos,…<\/p>","protected":false},"author":1,"featured_media":4824,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[57],"tags":[],"class_list":["post-8028","post","type-post","status-publish","format-standard","has-post-thumbnail","category-diario-veronica-pinheiro"],"acf":[],"yoast_head":"\n
\n<\/em>Jos\u00e9, 7 years old<\/p>\n