A desobediência epistemológica da pesquisa (auto)biográfica -

outros tempos, outras narrativas e outra universidade

Abstract

The notion of epistemological time has been re-signified in recent decades, on the one hand, by hyper-specialization and by the acceleration of academic production in the human sciences, influenced by the advance of global patterns of circulation of knowledge in contexts that are still local; and, on the other hand, by increasingly clear processes of epistemic resistance, which mark other times of production and other ways of perceiving academic production, and thus configure some kind of opposition to the accelerated forms of apprehension of reality.  Education is immersed in this imbroglio and translates this dichotomy between the technical-applied and the critical educational approach as the only possible ways. Here, we think of a third way, a field that emerges as a concrete possibility of understanding school and non-school times, the time marked by subjectivities, which is (auto)biographical research. Our goal with this text is to question the most traditional forms of research in education, thinking of them as methodologies that ignore the temporality inscribed in the educational process and the relationships between subjects in different formative spaces. This essay is inscribed in the (auto)biographical research and, from there, in a bricolage exercise, revisits some debates about the biographical and autobiographical research in Human Sciences to affirm its character as a scientific field marked by the disobedience to what is proposed by education that announces itself as ruled by the market and a production field in which other bodies, other times gain materiality and resistance from the narrative.