Portrait of an ethnography during pandemic times: Bagamoyo remote reconstruction and the (un)Freire of literacy policies in Mozambique

Since 2019, I have been engaged in remote ethnography about the reconstruction of the beginning of the language and literacy policies developed by the Frelimo School in Bagamoyo (1970-1975), Tanzania. I entered the field based on previous ethnographic fieldwork in which the encounter between Mozambique's national languages and its official language, Portuguese, became one of the central issues to understand the reconstruction of national identity. I look at the origin of that reconstruction as legitimated through language(s). Paulo Freire, who contributed to the development of critical pedagogy, was a key actor in the literacy policies that were developed in post-independent Africa. However, in Mozambique, my research brought me to the other side of the (hi)story, to the (un)Freire (hi)story of Bagamoyo. During pandemic times, my ethnography was done at a distance, supported by a network of shared contacts that I developed during my long personal journey of research and experience in Mozambique. As I call it, this interconnected line of ethnographic inquiry, in which I was not physically present although I was "being then," was developed using the collective work methodology within a participatory approach as advocated in the Bagamoyo school in the 1970s.Desde 2019, tenho estado envolvida em uma etnografia a distancia sobre a reconstrucao do inicio das politicas linguisticas e de alfabetizacao desenvolvidas na Escola da Frelimo em Bagamoyo (1970-1975), Tanzania. Parti para o terreno tendo como base um trabalho de campo etnografico anterior, no qual o encontro entre as linguas nacionais de Mocambique e a sua lingua oficial, o portugues, tornou-se uma das questoes centrais para compreender a reconstrucao da identidade nacional. Vejo a origem dessa reconstrucao como legitimada atraves da(s) lingua(s). Paulo Freire, que contribuiu para o desenvolvimento da pedagogia critica, foi um ator-chave nas politicas de alfabetizacao propagadas na africa pos-independencia. Contudo, em Mocambique, minha pesquisa trouxe-me para outro lado da (hi)estoria, para a (hi)estoria (des)Freiriana de Bagamoyo. Em tempos de pandemia, minha etnografia foi feita a distancia, apoiada por uma rede de contatos partilhados que desenvolvi durante meu longo percurso pessoal de pesquisa e vivencia em Mocambique. Como denomino, esta linha de investigacao etnografica interconectada, na qual eu nao estive fisicamente presente, embora "estivesse la" [being then], foi elaborada utilizando a metodologia do trabalho coletivo inserida numa abordagem participativa, tal como foi praticado pela escola de Bagamoyo na decada de 1970.