Feminismo negro para uma educação libertadora: um diálogo sobre a teoria educacional de Patricia Hill Collins

Abstract

This qualitative research, of a theoretical nature and bibliographical design, aimed to examine elements that characterize an educational theory by the American feminist theorist and sociologist, Patricia Hill Collins. To this end, fundamental concepts of black feminist thought were revisited, which underpin the demands of this same movement for a critical and emancipatory education. In developing the research, we also dedicated ourselves to scrutinizing the critique that Collins constructs around the concept of democracy, and the way in which liberalism has impacted public institutions and distanced public education from its crucial role in the critique and reconstruction of an effectively fair and egalitarian democracy. To this end, we used the theory of domains of power (structural, disciplinary, cultural and interpersonal) established by Collins, and promoted dialogues between the Brazilian social context and the way in which each domain explores different dimensions to carry out oppression in schools and other social institutions. We discussed alternatives for the consolidation of this emancipatory education by questioning the hegemonic structure of education and teaching countersurveillance skills in schools. Finally, we dedicate ourselves to thinking about how the culturand communities to which members of historically subalternized groups belong act as educational agents, which can both reproduce oppression and enable the construction of policies to question social injustices, culminating in an educational movement that extends far beyond schools, but encompasses the practical action of each subject in the contexts of social life.