Cartas para minhas professoras: diálogos sobre educação desde a sabedoria dos afetos

Abstract

The present thesis, written in an epistolary format and grounded in decolonial studies and the methodological perspective of Corazonar, aims to understand the knowledges that emerges from the lived experiences of female teachers and how such wisdom constitutes ways of being, existing, and educating with/in the world, in dialogue with the (de)colonialities of power, knowledge, being, and alterity. To this end, the research was conducted through an exchange of letters with three teachers who had a significant emotional impact on the researcher's educational journey. These narratives prioritized sensitive listening, mediated by Corazonar – a perspective proposed by Patricio Guerrero Arias – and the appreciation of love and care (amorosidade, in Portuguese) as a pedagogical foundation, inspired by the works of Paulo Freire. The specific objectives of the study sought to perceive the affective implications of the interlocutors' trajectories; to highlight nuances in the development of education in the city of Pato Branco – Paraná; to give visibility to female voices that resist and reconstruct the space-time in which they live; and to reflect on the wisdom of affections in the decolonization of educational processes. The research locus is the city of Pato Branco – Paraná, where the researcher developed her educational trajectory. The corazonamientos (the analyses) confirmed the initial thesis (proposition) that the experiences of teachers hold knowledges woven into their trajectories, marked by presence, relation bond, and commitment, allowing us to glimpse insurgent epistemologies that call for ways of being, existing, and educating with/in the world. Finally, the results reaffirm the commitment to attentive listening and valuing women-teachers' voices – traditionally silenced – thus constituting an act of decolonization and affirmation of insurgent wisdoms woven in and through affectivity.