Poder de Escolha: a decolonial práxis for the resignification of the university space
Poder de Escolha (PdE) is a university project created and managed by GENERAS Research Group at the School of Economics, Business, Accounting, and Actuarial Science (FEAUSP) of the University of São Paulo (USP). Based on the dialogical pedagogies of Paulo Freire and bell hooks, it seeks to promote t...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Fundação Getulio Vargas (FGV) |
| Repositorio: | Cadernos EBAPE.BR |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.periodicos.fgv.br:article/92436 |
| Acceso en línea: | https://periodicos.fgv.br/cadernosebape/article/view/92436 |
| Access Level: | acceso abierto |
| Palabra clave: | Praxis Entrepreneurship Dialogic Education Decoloniality Female Afropreneurship Emprendimiento Educación Dialógica Decolonialidad Afroemprendimiento femenino Práxis Empreendedorismo Educação Dialógica Decolonialidade Afroempreendedorismo feminino |
| Sumario: | Poder de Escolha (PdE) is a university project created and managed by GENERAS Research Group at the School of Economics, Business, Accounting, and Actuarial Science (FEAUSP) of the University of São Paulo (USP). Based on the dialogical pedagogies of Paulo Freire and bell hooks, it seeks to promote the creation of a decolonial praxis exercised by students, professors, and female entrepreneurs from the periphery of São Paulo on the theme of peripheral female entrepreneurship. Our proposal in this article is to articulate the escrevivências of those who co-construct the PdE to understand how a decolonial project leads to tensions and re-significations of their conceptions of themselves, the university, the school, the access of those considered “outsiders” to these spaces, and of the roles usually attributed to educators and students. Interviews were conducted with five people involved in two editions of the project, allowing for a self-reflective process and, consequently, for escrevivência. The analysis shows that the project provided new meanings about belonging to the university, recognition as an entrepreneur, what is expected and possible from female entrepreneurs on the peripheries of the city, and collective power in the teaching-learning process. This experience also opens up possibilities for discussion and reconstruction of academic praxis and its relationship with society. Our contribution lies in the articulation of knowledge from academia and the community to build a shared identity based on reflection on decolonial praxis and theory, in which these female entrepreneurs are the protagonists. |
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