RACISMO, EDUCAÇÃO E COVID-19

é possível uma educação libertária em tempos de ensino remoto?

Abstract

This article aims to inscribe in political disputes around the meanings of democratic public school/education, contributing with reflections on the possibilities and challenges of continuing to think and defend democratic education in the pandemic and political crisis scenario, which has accentuated exponentially the social, economic and racial inequalities existing in Brazilian society. Due to the current health panorama, several remote teaching experiences have been experimented by schools, unfolding into new issues and readaptations for the entire school system. In this article, we will analyze the environment for implementing remote teaching in basic education, as well as outline some of the new challenges posed to a perspective of education as a libertarian practice (FREIRE, 1967). Methodologically, the text was divided into three parts. In the first, we focus on the concept of democracy in dialogue with authors who signify it beyond the field of political liberalism (MOUFFE, GONZÁLEZ, ALMEIDA). In the second part, we present and analyze data from the PNAD Continua TIC 2018 (IBGE, 2020) seeking to understand the reality of the country in the pre-pandemic moment with regard to housing conditions, in particular Internet access, of Brazilian households immersed in a context of deep socio-spatial inequalities that mark the national territory (MARICATO, 2013). Finally, we analyze the situation of Brazilian students in the current context and reflect on the possibilities of democratic practices in other relationships between schools and students. Possibilities that are built beyond access – contributing to the overcoming of the Brazilian colonial past and the construction of an authentic racial democracy (MNU, 1979).