Lucas Antoszczyszyn, Alessandro Oliveira de Souza Araújo, Delson Eduardo da Silva Mendes

A PRODUÇÃO DE CONHECIMENTO SOBRE A EXPERIÊNCIAS EDUCATIVA LIBERTÁRIA/ANARQUISTA NO BRASIL

Introduction

A produÇÃo de conhecimento sobre a experiÊncias educativa libertÁria/anarquista no brasil . Mapeamento da produção acadêmica (2013-2023) sobre educação libertária e anarquista em doutorados no Brasil. Analisa teses, contextos e autores, visando justiça social e emancipação.

Abstract

Este artigo apresenta um mapeamento da produção acadêmica entre os anos de 2013 e 2023 sobre a experiência educativa libertária e/ou anarquista em programas de pós-graduação stricto sensu nível doutorado no Brasil. Diante da relevância das práticas educativas pautadas em valores libertários e anarquistas para a promoção da justiça social e da emancipação individual e coletiva, este estudo se justifica pela necessidade de dar visibilidade a essas questões e pautar transformações sociais por meio da reflexão acadêmica. O objetivo foi realizar um levantamento das teses que abordam essa temática, visando compreender os resultados alcançados e contribuir para a construção de um panorama do conhecimento produzido nesse campo acadêmico. Utiliza abordagem quanti/qualitativa e o método do "Estado do Conhecimento", revisando teses na BDTD. Foram identificadas 20 teses, principalmente no Sudeste, destacando a importância da epistemologia anarquista, análise de contextos educativos e autores como Proudhon e Ferrer y Guardia.

Review

The article, "A PRODUÇÃO DE CONHECIMENTO SOBRE A EXPERIÊNCIA EDUCATIVA LIBERTÁRIA/ANARQUISTA NO BRASIL," proposes a timely and relevant mapping of academic production on libertarian and anarchist educational experiences in Brazilian doctoral programs. Spanning the years 2013 to 2023, the study’s stated justification lies in the crucial role such educational practices play in fostering social justice and individual and collective emancipation. By aiming to give visibility to this often-marginalized area and stimulate social transformations through academic reflection, the research sets an important objective: to survey existing theses, comprehend their findings, and contribute to a comprehensive panorama of knowledge in this field within the Brazilian context. This foundational work addresses a significant gap in the literature by systematically reviewing high-level academic contributions over the past decade. Employing a combined quanti/qualitative approach and the "Estado do Conhecimento" methodology, the authors conducted a rigorous review of doctoral theses available in the BDTD (Brazilian Digital Library of Theses and Dissertations). This methodological choice is well-suited for a comprehensive mapping study, ensuring a broad and systematic search. The study successfully identified 20 relevant theses, primarily concentrated in Brazil's Southeast region, which itself is an interesting geographical insight. Qualitatively, the abstract highlights key recurring themes and contributions, such as the significance of anarchist epistemology, in-depth analyses of specific educational contexts, and the influence of prominent thinkers like Proudhon and Ferrer y Guardia. These findings offer valuable initial insights into the conceptual and historical underpinnings of this educational philosophy as explored in Brazilian academia. This study is a valuable contribution, providing a much-needed systematization of academic knowledge on libertarian/anarchist education in Brazil. Its strength lies in its clear focus, robust methodology for identifying relevant works, and the initial synthesis of key themes and geographical distribution. For researchers, educators, and practitioners, this mapping serves as an an indispensable starting point, offering a consolidated view of current scholarly discourse and potential avenues for further exploration. While the abstract effectively outlines the "what," the full paper would benefit from elaborating on the depth and specific criteria used for the qualitative analysis of each identified thesis, beyond merely listing themes and authors. Nevertheless, this work promises to significantly enhance the visibility and understanding of libertarian and anarchist educational experiences, fostering continued academic engagement and contributing to broader discussions on alternative educational paradigms and social change.

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