Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2367 |
Resumo: | The expression educate and educate yourself, committed to a liberating education, is based on the understanding that education is not realized in action to educate someone, but to educate yourself in a respectful sharing process of knowledge. Dance experienced in the context of Popular Culture is, in this thesis, the driver element of chance to educate and educate themselves in communion . In this sense , this study aims to understand how people involved in the social practice of popular cultures dances educate and educate themselves in relation to the different ways of being in the world. For this purpose, sought to reveal the contributions of educative processes generated in this practice, in Brazil and Mozambique, for the construction of a pedagogical practice based in the affirmation of differences and valuing diversity. The construction of this thesis and praxis involved in interventions is based on the theoretical frameworks that are articulated around the studies of Human Motricity, the Dialogic Pedagogy and South Epistemologies. The relationship of these references brings up an ontological perspective based in the transcendence of the human being, in other words, in its ability to transform and change the world, his vocation to be more. The universe of transcendence or the vocation to be more are related, especially the possibilities of overcoming oppressive and dehumanizing realities, of objectification of human beings. The research field consists of two moments of insertion, one in Brazil and another in Mozambique, in which were offered the experience of dances of popular cultures to groups of children and adolescents, comprising the historical, social context and the educative processes inherent in such practice. The data presented comprise the registers in field diaries, whose analysis was performed from phenomenological inspiration. Launching in defense of the educational potential of manifestations of popular cultures, this thesis presents between the results obtained performing dances as favorable to the construction of intersubjectivity spaces and dialogical postures in the process of educate and educate themselves, in communion, in relation to diversity. Among the educative processes generated in the dances of popular cultures we can observe that indicate the different ways of being in the world as constituent parts of a community and an essential condition of its existence. |
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Foganholi, CláudiaGonçalves Junior, Luizhttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4721826Y3http://lattes.cnpq.br/30155571609763848e138a01-6dda-4769-8f69-fe534595283f2016-06-02T19:36:01Z2015-05-072016-06-02T19:36:01Z2015-02-26FOGANHOLI, Cláudia. Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique. 2015. 367 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015.https://repositorio.ufscar.br/handle/ufscar/2367The expression educate and educate yourself, committed to a liberating education, is based on the understanding that education is not realized in action to educate someone, but to educate yourself in a respectful sharing process of knowledge. Dance experienced in the context of Popular Culture is, in this thesis, the driver element of chance to educate and educate themselves in communion . In this sense , this study aims to understand how people involved in the social practice of popular cultures dances educate and educate themselves in relation to the different ways of being in the world. For this purpose, sought to reveal the contributions of educative processes generated in this practice, in Brazil and Mozambique, for the construction of a pedagogical practice based in the affirmation of differences and valuing diversity. The construction of this thesis and praxis involved in interventions is based on the theoretical frameworks that are articulated around the studies of Human Motricity, the Dialogic Pedagogy and South Epistemologies. The relationship of these references brings up an ontological perspective based in the transcendence of the human being, in other words, in its ability to transform and change the world, his vocation to be more. The universe of transcendence or the vocation to be more are related, especially the possibilities of overcoming oppressive and dehumanizing realities, of objectification of human beings. The research field consists of two moments of insertion, one in Brazil and another in Mozambique, in which were offered the experience of dances of popular cultures to groups of children and adolescents, comprising the historical, social context and the educative processes inherent in such practice. The data presented comprise the registers in field diaries, whose analysis was performed from phenomenological inspiration. Launching in defense of the educational potential of manifestations of popular cultures, this thesis presents between the results obtained performing dances as favorable to the construction of intersubjectivity spaces and dialogical postures in the process of educate and educate themselves, in communion, in relation to diversity. Among the educative processes generated in the dances of popular cultures we can observe that indicate the different ways of being in the world as constituent parts of a community and an essential condition of its existence.A expressão educar e educar-se, comprometida com uma educação libertadora, fundamenta-se no entendimento de que a educação não se realiza na ação de educar alguém, mas de educar-se em um processo de compartilhamento respeitoso de saberes. A dança vivenciada no contexto das culturas populares é, nesta tese, o elemento condutor da possibilidade de educar e educar-se em comunhão. Nesse sentido, este estudo tem como objetivo compreender como as pessoas envolvidas na prática social das danças das culturas populares educam e se educam na relação com as diferentes formas de ser e estar ao mundo. Com esse propósito, buscou-se desvelar as contribuições dos processos educativos gerados nessa prática, no Brasil e em Moçambique, para a construção de uma práxis pedagógica pautada na afirmação das diferenças e valorização da diversidade. A construção da presente tese e da práxis implicada nas intervenções realizadas tem como base os referenciais teóricos que se articulam em torno dos estudos da Motricidade Humana, da Pedagogia Dialógica e das Epistemologias do Sul. A articulação desses referenciais traz a tona uma perspectiva ontológica pautada na transcendência do ser humano, ou seja, na sua capacidade de transformar-se e transformar o mundo, sua vocação para ser mais. O universo da transcendência ou a vocação para ser mais estão relacionados, sobretudo às possibilidades de superação de realidades opressoras e desumanizantes, de objetificação do ser humano. O campo de pesquisa é constituído por dois momentos de inserção, um no Brasil e outro em Moçambique, nos quais foram propostas a vivência de danças das culturas populares à grupos de crianças e adolescentes, compreendendo o contexto histórico, social e os processos educativos inerentes a tal prática. Os dados apresentados são constituídos pelos registros em diários de campo, cuja análise foi realizada a partir de inspiração fenomenológica. Lançando-se em defesa do potencial educativo das manifestações das culturas populares, esta tese apresenta entre os resultados obtidos a realização das danças como favorável à construção de espaços de intersubjetivação e de posturas dialógicas nos processos de educar e se educar, em comunhão, na relação com a diversidade. Entre os processos educativos gerados nas danças das culturas populares podemos observar os que indicam as diferentes formas de ser e estar ao mundo como partes constituintes de uma comunidade e condição essencial de sua existência.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRPráticas sociais e processos educativosDançaCultura popularPedagogia dialógicaMotricidadeDancePopular cultureDialogic pedagogyHuman motricityEducative processesCIENCIAS HUMANAS::EDUCACAOEducar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambiqueinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-11e19efff-07a4-474b-9b51-536e3070f95ainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL6735.pdfapplication/pdf3313695https://repositorio.ufscar.br/bitstream/ufscar/2367/1/6735.pdf3bb02623d8694d553cb49e1198c7d1dcMD51TEXT6735.pdf.txt6735.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/2367/2/6735.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL6735.pdf.jpg6735.pdf.jpgIM Thumbnailimage/jpeg6067https://repositorio.ufscar.br/bitstream/ufscar/2367/3/6735.pdf.jpg01cc20c830d5da15f55e21ec7f0148a7MD53ufscar/23672023-09-18 18:31:30.729oai:repositorio.ufscar.br:ufscar/2367Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:30Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
title |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
spellingShingle |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique Foganholi, Cláudia Práticas sociais e processos educativos Dança Cultura popular Pedagogia dialógica Motricidade Dance Popular culture Dialogic pedagogy Human motricity Educative processes CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
title_full |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
title_fullStr |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
title_full_unstemmed |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
title_sort |
Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique |
author |
Foganholi, Cláudia |
author_facet |
Foganholi, Cláudia |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3015557160976384 |
dc.contributor.author.fl_str_mv |
Foganholi, Cláudia |
dc.contributor.advisor1.fl_str_mv |
Gonçalves Junior, Luiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4721826Y3 |
dc.contributor.authorID.fl_str_mv |
8e138a01-6dda-4769-8f69-fe534595283f |
contributor_str_mv |
Gonçalves Junior, Luiz |
dc.subject.por.fl_str_mv |
Práticas sociais e processos educativos Dança Cultura popular Pedagogia dialógica Motricidade |
topic |
Práticas sociais e processos educativos Dança Cultura popular Pedagogia dialógica Motricidade Dance Popular culture Dialogic pedagogy Human motricity Educative processes CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Dance Popular culture Dialogic pedagogy Human motricity Educative processes |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The expression educate and educate yourself, committed to a liberating education, is based on the understanding that education is not realized in action to educate someone, but to educate yourself in a respectful sharing process of knowledge. Dance experienced in the context of Popular Culture is, in this thesis, the driver element of chance to educate and educate themselves in communion . In this sense , this study aims to understand how people involved in the social practice of popular cultures dances educate and educate themselves in relation to the different ways of being in the world. For this purpose, sought to reveal the contributions of educative processes generated in this practice, in Brazil and Mozambique, for the construction of a pedagogical practice based in the affirmation of differences and valuing diversity. The construction of this thesis and praxis involved in interventions is based on the theoretical frameworks that are articulated around the studies of Human Motricity, the Dialogic Pedagogy and South Epistemologies. The relationship of these references brings up an ontological perspective based in the transcendence of the human being, in other words, in its ability to transform and change the world, his vocation to be more. The universe of transcendence or the vocation to be more are related, especially the possibilities of overcoming oppressive and dehumanizing realities, of objectification of human beings. The research field consists of two moments of insertion, one in Brazil and another in Mozambique, in which were offered the experience of dances of popular cultures to groups of children and adolescents, comprising the historical, social context and the educative processes inherent in such practice. The data presented comprise the registers in field diaries, whose analysis was performed from phenomenological inspiration. Launching in defense of the educational potential of manifestations of popular cultures, this thesis presents between the results obtained performing dances as favorable to the construction of intersubjectivity spaces and dialogical postures in the process of educate and educate themselves, in communion, in relation to diversity. Among the educative processes generated in the dances of popular cultures we can observe that indicate the different ways of being in the world as constituent parts of a community and an essential condition of its existence. |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-05-07 2016-06-02T19:36:01Z |
dc.date.issued.fl_str_mv |
2015-02-26 |
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2016-06-02T19:36:01Z |
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FOGANHOLI, Cláudia. Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique. 2015. 367 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015. |
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https://repositorio.ufscar.br/handle/ufscar/2367 |
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FOGANHOLI, Cláudia. Educar e educar-se na diversidade: uma relação com as danças das culturas populares no Brasil e em Moçambique. 2015. 367 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015. |
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