Pedagogia decolonial do Santo Daime: referências à psicoativação em ambientes educativos

Abstract

Conceived and cultivated by Amazonian natives since the 13th century, prior to the intensification of Incan relations with the lowland peoples of the western Amazon, Ayahuasca culture, centered on the religious ingestion of a psychoactive drink as a means of connecting with the creator, with his own creature and with all creation; It is considered by its adherents and scholars as a set of ritualistic practices of expansion of perception and consciousness, intended for entheogenous self-education (God within oneself). Passing into the hands of the cabocla population in the early twentieth century, such culture reached the urban centers of south-central Brazil in the 1980s and is currently shared by a significant generation of young urban adherents of the Santo Daime, Brazilian ayahuascar religion. In this context, the interaction of such young people with the formal education model represents the epistemological encounter of the Santo Daime artistic exposition of knowledge with the Cartesian imposition of hegemonic education contents. Problematizing this confluence, the present study analyzed a focus group, conducted with young urban daimists integrated into the formal education system, with the aim of identifying teaching strategies, learning objectives and intercultural educational purposes. From these notes, performing an action research in public and private schools in the city of Juiz de Fora, we practice Santo Daime teaching strategies in the classroom to identify the Pedagogical Principles, the Educational Processes and the Teaching Elements that govern Daimist education. Using collective intelligence, through culture circles conducted with the daimist community of Juiz de Fora, MG, we combine the results of action research with two participatory community planning processes, thus defining teaching objectives, methods, the contents and forms of assessment and cognitive development necessary for the reapplication of the Santo Daime decolonial pedagogy, both in the formal and informal education systems. Therefore, this work is intended for those who seek to study or collaborate with the development of autonomous educating communities, with a free education, built in an artistic and ecological way, from the inside out, by heart and conscience