O papel dos assimilados, oprimidos e/ou emancipados nas lutas pela independência da Guiné Bissau no século XX e os desafios para a educação

• Ano de defesa: 2024
• Autor(a) principal: Vilela, Avelino
• Orientador(a): Cavalcante, Ludmila Oliveira Holanda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Guiné-Bissau.; Lutas sociais; Emancipados/Oprimidos Assimilados; Educação
• Palavras-chave em Inglês: Guinea-Bissau; Social struggles; Emancipated/Oppressed Assimilated; Education
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1676

The study entitled “The role of the assimilated, oppressed and,/or emancipated in the struggles for the Independence of Guinea Bissau in the 20th century and the challenges for education” aims to analyze the trajectory of the struggles for the independence of Guinea Bissau in the 20th century and the challenges for emancipatory education. The Guinean educational scenario and its public policies around education, together with the period of democratization of Guinea-Bissau (1991) until the beginning of the 21st century, allow us to establish relationships between social struggles for independence and the process of building a democratic society. In light of the concepts of “assimilated,” “oppressed,” and “emancipated” in authors such as Franz Fanon, Paulo Freire, and Antonio Gramsci and reflections of Ucuni Cá, we seek to discuss the history of Guinea Bissau. This research is qualitative and bibliographical (with an emphasis on history from the authors of Guinea Bissau with records of social struggles, groups, and leadership around the expressions of reorganization of the country from the emancipatory perspective of the 20th century). The initial interest in documentary research was impeded by the lack of access to national documents, leaving only the reference to the Constitution of the Republic (1996). At the end of the research, it can be inferred that the process and efforts of political emancipation that the assimilated, oppressed, and subalternate went through could not overcome the challenges of colonization for the transformation of education in Guinea Bissau.