ABOUT FACIALITY MACHINERIES IN CHILDHOOD EDUCATION AND INDIGENOUS EDUCATION:
DECOLONIZING POSSIBILITIES FOR AN EDUCATION IN BECOMING
The present study deals with the formation of student subjectivities of babies and children from the observation and monitoring of experiences and school practices in a public CEI located in the city of São Paulo; with the concepts of machinery, we compose a reading with several lines of flow and cutting lines that put into operation an educational machinery in conjunction with other machinery (primitive, despotic and capitalist mega-machine and faciality machine), for that, we go through curricula, practices pedagogical pedagogical experiments. In order to think about decolonial pedagogies and, above all, in an interface with historically erased and silenced indigenous knowledge, we used a cartographic methodology that allowed multiple inputs to think about how regular education composes knowledge with indigenous peoples, especially from the determinations of Law 11.645 /08. With such studies and experiments, we tried to think what can we learn from indigenous peoples? How can their knowledge produce other modes of education beyond a capitalist, productivist, fragmented and identity education taken as universal and unquestionable truths? How can the experimentation of indigenous knowledge in didactic interventions in the CEI reflect on the formation of babies and children with regard to ethnic-racial diversity? And finally, how do teacher training and the production of ethnic-racial subjectivities impact the realization of decolonial pedagogical practices? On the frontier between regular education and indigenous education, we point out pedagogical paths that break with the Western-colonial-capitalistic logic, thinking of other possible pedagogies such as: pedagogies of experience, pedagogies of re-existence and pedagogies that value the corporal dimension.