RESISTIR NA (RE) EXISTÊNCIA: DECOLONIZANDO SABERES NA RELAÇÃO UNIVERSIDADE-ESCOLA-COMUNIDADE

Abstract

: The aim of this text is to problematize the university-school-community relationship, encouraging the development of the professional and human potential of students and teachers in the three pillars: teaching, research and extension. From such bias, we also highlight the dialogical (CALVO AND FREITAS, 2011) and the decolonial relationship of knowledge (MIGNOLO, 2013; QUIJANO, 2005) of all the entities involved with a quali-tative and interpretative approach, through bibliographic research and experience reports from researchers at three higher education institutions: UFMG, UNIFESP, and UERR. The discussions guide us towards a transformation of the subject of education focused on being present, according to Biesta (2017). Thus, we emphasize the theoretical view as a movement that dispenses with practice, whose practice resignifies theory, through the notion of dialogic that leads to the (re) construction of a university as an agency, which resists and (re) exists with the school and the society.