Seres e saberes - outridades e violências: contributos decoloniais para a desconstrução de privilégios

Abstract

This study aims to interpret the relationship between privilege and violence from the perspective of modernity/coloniality, as well as to discuss decolonial pedagogical ways to deconstruct privileges. It demonstrates how coloniality (Quijano, 2005; 2009) manifests itself through a violent logic of epistemic and ontological disqualification and denial in the spheres of power, knowledge and being (Mignolo e Walsh, 2018; Mignolo 2003a). At first, I discuss how the standard of normative and supposedly universal subjectivity established in modernity/coloniality (Grosfoguel, 2007, 2016; Lander, 2005) was erected through a privileged locus of enunciation that achieved violent effects in Education in the form of the coloniality of school education (Ramalho, 2019). From this point, it is carried out a discussion on the production of otherness (Carneiro, 2005; Hall, 2014) through the tool of colonial differences, based on the analysis of systems of oppression based on race, gender and sexuality and according to the interpretations of black and latin americans feminists (Lugones, 2020; Segato, 2012; hooks, 1995). Some data on violence in Brazil (2008-2018) were analyzed from the Atlas of Violence 2020 and the 14th Brazilian Yearbook of Public Security, documents published by the Brazilian agencies the Brazilian Public Security Forum and the Institute for Applied Economic Research. The objective of this analysis was to understand how the war paradigm naturalizes violent experiences in the lives of subalternized beings (Maldonado-Torres, 2007, 2008b). Furthermore, this conceptualization was necessary to establish the relations between privilege and violence (Collins, 2019; 1997) as a product of modernity/coloniality. As a conclusion, I present a discussion on some premises, based on decolonial pedagogies (Walsh, 2017a, 2017b), that can guide the work to identify, challenge, destabilize and dismantle privileges (Curry-Stevens, 2007; Pease, 2010).