MIGRAÇÕES E VIOLÊNCIA

Fomento de espaços educacionais não-formais como zonas de aproximação

Abstract

This article offers a critical reflection on the social control mechanisms applied to the management of forced migrations, analyzing the figure of the migrant in a clandestine condition as a social construction that articulates exclusion, subalternity, and epistemic silencing. Drawing on scholars such as Spivak, Hall, Bauman, Foucault, and critical criminology, it discusses how discursive and institutional practices produce the “outsider,” the clandestine subject, not only as a legally irregular figure but as an unrepresentable subject whose presence challenges the moral, political, and symbolic boundaries of national belonging. In this context, the article proposes the concept of “clandestine education” — non-institutionalized forms of learning emerging in the communal life spaces-moments, operating as countermeasures to the punitive rationality of the penal system. These insurgent practices do not seek state legitimacy but construct belonging through situated knowledge, organic exchanges, and everyday resistance experiences. By breaking with the disciplinary logic of school, law, and city, this underground pedagogy constitutes epistemic disobedience and symbolic reinvention. Clandestine life, far from being synonymous with passive exclusion, is here re-signified as a space of political creation, where the subaltern subject becomes a formative agent, educating the world from the margins. The article argues that these learning forms are laboratories of possible futures, capable of establishing new languages of belonging that operate not by assimilation but by the radicality of plurality.