Recuperando a justiça racial e promovendo a solidariedade no movimento pela justiça educacional em Oakland
DOI:
https://doi.org/10.22420/rde.v20i1.2834Palabras clave:
Ativismo docente, Sindicatos docentes, Organização comunitária, Reformas neoliberais, Fechamento de escolasResumen
Este artigo analisa as maneiras como docentes e ativistas comunitários/as colaboraram para promover uma agenda antiprivatização no âmbito de um distrito escolar urbano. O artigo é fruto de nossos estudos relativos à privatização em Oakland, sendo um deles um estudo histórico sobre o avanço do neoliberalismo e o outro um estudo de caso (MERRIAM, 2007) sobre a mobilização de docentes e da comunidade contra a privatização e o fechamento de escolas. Com base em entrevistas com ativistas e mobilizadores/as que desempenharam papéis fundamentais, bem como na observação e na participação no movimento pela justiça na educação, descrevemos um conjunto de projetos colaborativos de educação política por meio dos quais os/as ativistas reivindicaram justiça racial como base para o fortalecimento do movimento contra a privatização. Nesses projetos, os/as ativistas chamaram a atenção para a centralidade da antinegritude no avanço da privatização e para a precariedade e descartabilidade comuns aos/às alunos/as negros/as e aos/às docentes e escolas que os/as atendiam. Com a mudança de uma visão de ‘defesa das escolas públicas’ para uma visão de ‘transformação das escolas públicas’, os/as ativistas também aumentaram a solidariedade entre os/as docentes, seu sindicato e a comunidade local. No contexto da apropriação da linguagem da justiça racial pelos/as agentes da reforma escolar, esses projetos de educação política representaram uma estratégia contra-hegemônica e de construção de poder.
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