Percurso reflexivo sobre a criação de uma escola de artes em Milho Verde-MG a partir do pensamento contracolonial e feminista negro

Abstract

As one of the lines of action that compose the creation of an art school within an environmental preservation area in Milho Verde, Minas Gerais, this dissertation aims to ground such a school in a pedagogical foundation aligned with black feminist and counter-colonial thought. To that end, it asks: how can a counter-colonial pedagogical proposal be constructed? Guided by which principles? Furthermore, how does the construction of knowledge take place when we articulate and reorganize ourselves based on these ways of thinking? The hypothesis underpinning this work was that, by distilling and refining the memory of experiences lived in Milho Verde, along with the educational and artistic journey of the researcher, it would be possible to transform such experiences into structured knowledge in favor of creating a counter-colonial art school. The aim was to reflect on the epistemological constructs of black feminist and counter-colonial thought, seeking their core elements so that, from them, pedagogical guidelines could emerge to later inform praxis within the school. This dissertation, therefore, addresses the reflective process undertaken. It begins by outlining the pedagogical trajectory developed prior to the idea of the art school, based especially on Foucault, Hannah Arendt, and Célestin Freinet. This trajectory is traced panoramically, emphasizing the key ruptures that shaped its genealogy, with schools understood as institutions that engage both knowledge and sensibility. The work then delves into the selected strands of thought, seeking responses to educational concerns surrounding the creation of this formative space. This deepening expanded the understanding of sensibility and approached community-building as a strategy for strengthening singular voices. The reflections drew on the works of Audre Lorde, Gloria Anzaldúa, bell hooks, and Patricia Hill Collins in the field of Black feminism, as well as Nêgo Bispo, Grada Kilomba, Jaider Esbell Makuxi, Oliveira, and authors from the Modernity/Coloniality Group in the field of decolonial and counter-colonial thought, weaving both strands together. From this reflective path, possible pedagogical guidelines for the art school emerged: the ethics of care, rootedness in territory, and Life.