Angolancosmology: multiplevoicesbetweentheangolanstudent'sprocess of subjectivationandindividuationandtheeducationalfield.

Abstract

 The manuscript approaches the school institution, as anthropological space, comes from several points of intersection, aims to feed to student’s cultural imaginary labyrinth in the process of constitution of an identity. To emphasize that students and teachers dialogue through cultural repertoire, which are constituted by symbols and images, materialized on schoolbooks. This multifaceted and polysemous scenario has provoked us to question, during the ethnology carried out in Luanda in the period from August to September 2015, on subjectivation and individuation process of the students of the first and second year of High School of the Cazenga’s Municipality, to demonstrate not only influence of the role of language, national symbols and cultural imaginary, but also the impact of reminiscence in the individuation’s process. It was used the methodologic procedure based on transdisciplinary perspective which encompasses the principles of qualitative research, participant observation at locus along with the theoretical contribution from Anthropology, Discourse Analysis, Semi-linguistic and Psychanalysis at the moment of naming, of describing, of thematizing ongoing interaction of sociocultural phenomena. As an outcome, the author concludes that student’s subjectivation is constituted by triads:  mediator – schoolbook - student, the mediator is accountable for fostering abilities and multiples voices of Angolan cosmology in order to mitigate constitution’s imaginary of “citizen” that underlines the idea of mutilation of singularities towards to common sense.