A práxis do viver como epistemologia: o saber sentido da/na escola como forma de emancipação da condição humana no viver na terra

Abstract

Studies have demonstrated the absence of the school institution in the life trajectory of impoverished groups such as recyclable material collectors. The objective of this work was to understand the life trajectories and the school processes of students who are children of recyclable waste pickers of a public school in the Federal District, located in Brazil. It was proposed the autoecobiographic method, centered in workshops, participant observation and field diary, based on phenomenology and hermeneutics for the analysis of the process. 65 students participated in the 4th year of elementary school. It can be inferred that survival and living in the landfill point to socio-environmental degradation and work, but they point to the complexity of the encounter of precariousness and creativity. The family is the territory of affective relationships, where work and life intertwine. The school emerges as a territory of contradiction, but points to the existence of elements of positivity. Belonging to the place, where symbols, relationships and stories are established as founding elements for autobiographies and for the collective biography. Therefore, the importance of listening to the students for the formation of utopias based on self-education, self-consciousness and autonomy as a way to reconnect school education with life is emphasized.