infantismo e culturas minoritárias na escola
DOI:
https://doi.org/10.12957/childphilo.2024.81824Palavras-chave:
infantismo, escola, educação de minorias, educação democrática, igualdadeResumo
Enquanto a desigualdade entre crianças e adultos caracteriza praticamente todos os aspectos da sociedade contemporânea, a escola é considerada um lugar paradigmático de dominação adulta. Críticas de estudiosos da infância tendem a apontar a escola como um lugar onde o adultismo é não apenas evidente, como também (re)produzido. Neste artigo, no entanto, argumento que a escola pública, obviamente criada por adultos para propósitos de adultos, tem uma importante dimensão infantista. Embora se baseie em uma clara distinção entre professores adultos e estudantes crianças, a escola pode problematizar as principais normas adultistas e promover uma sociedade mais igualitária em termos de idade. Isso não significa que as escolas existentes sejam necessariamente infantes, mas sim que uma certa compreensão da escola, que enfatize seu significado social-democrático, pode revelar seus aspectos infantis e basear-se neles ao reimaginar a educação pública. A concepção de escola na qual me debruço neste artigo é apresentada no livro de Jan Masschelein e Maarten Simons, de 2013, Em defesa da escola: uma questão pública. Embora os autores não façam referência direta ao infantismo (ou igualdade infantil) e escrevam, claramente, sob uma perspectiva adultista, acredito que a escola pública que eles descrevem tem, de fato, uma dimensão infantil – ela desafia uma das causas fundamentais do adultismo: considerar as crianças como propriedade de seus pais. No entanto, a concepção de escola de Masschelein e Simons suscita um outro problema, que também tem um aspecto infante: a preocupação de que a escolarização uniforme supervisionada pelo Estado seja prejudicial aos grupos minoritários e indígenas, impondo uma cultura e uma identidade determinadas pelos adultos. A segunda parte deste artigo aborda essa preocupação, defendendo que a educação escolar genuína pode ser fundamental não apenas para preservar, mas também para revitalizar as culturas e identidades das minorias, permitindo que os alunos tragam a “novidade” ao encontro das culturas e identidades de suas famílias.
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