Disobedience, insubordination and radicality in research in education

Abstract

I’m using this text to critically reflect on the trajectory of scientific training in different formative itineraries at public universities, especially those in the state of Mato Grosso do Sul. Scientific initiation supervision, supervision of undergraduates, specialization and master’s degree work, research groups, teaching and extension projects, a series of activities that justify the social reason for a university. The occupation of these spaces allowed us to problematize: does science dialogue assertively with subjects from non-moralistic places? Those where the moralistic effects of standardization for being, existing and thinking have not worked? With this problem, I take science as a counter-hegemonic manifesto of the objectified use of subjects of diversity by researchers. As a theoretical-methodological approach, I embrace decolonial, non-normative epistemes, which propose the use of disobedient and non-submissive practices to catalogue different scientific methodologies and practices that go against the effects of normalization without losing focus on the scientific and ethical integrity of research into education and diversity. I then approach the perspectives of female researchers whose social identities distance themselves from the universe of reference predefined by the processes of normalization (white, male, heterosexual, elitist, married, Catholic). I propose to value practices of disobedient, non-submissive and radicalizing subjection, seen as dirty under the gaze of the effects of the cisheteroterrorist patterns of power, in order to contribute to the attempt to build other possibilities for research practices in diversity and education without losing sight of academic and ethical integrity.