EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/8351 |
Resumo: | The article presents reflections on anthropology and education based on a teaching-learning experience with undergraduate students in Pedagogy. It is based on the implementation of a pedagogical proposal in which students from six different classes, over three years, were invited to articulate your experiences, imagination, and anthropological knowledge in writing brief essays on education as part of the evaluation process. In these terms, the experiment took on methodological contours inspired by action research, aiming to combine pedagogical intervention and knowledge production. The emphasis on freedom of writing opened space for a diversity of descriptions about education categorized into four thematic domains: childhood, trajectories, fictions, and schools. With regard to content, the essays focus on dramas and symbolic violence in school life and context, but also transformative educational experiences and the meanings of education in the lives of individuals and groups. The results of this exercise indicate interdisciplinary didactic and evaluative paths for the fields of anthropology and education from an anthropological perspective that reinforces the study of culture as a platform for understanding differences. At the same time, they signal possibilities for the practice of Anthropology in dialogue with the interests of students in the field of education. |
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EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATIONEXPERIENCIA, IMAGINACIÓN Y CONOCIMIENTO EM ANTROPOLOGÍA - EDUCACIÓNEXPERIENCIA, IMAGINAÇÃO E CONHECIMENTO EM ANTROPOLOGIA - EDUCAÇÃOAntropologiaEducaçãoescritaEnsino-aprendizagemanthropologyeducationwritingteaching-learningantropologiaeducaciónescritaenseñanza-aprendizajeThe article presents reflections on anthropology and education based on a teaching-learning experience with undergraduate students in Pedagogy. It is based on the implementation of a pedagogical proposal in which students from six different classes, over three years, were invited to articulate your experiences, imagination, and anthropological knowledge in writing brief essays on education as part of the evaluation process. In these terms, the experiment took on methodological contours inspired by action research, aiming to combine pedagogical intervention and knowledge production. The emphasis on freedom of writing opened space for a diversity of descriptions about education categorized into four thematic domains: childhood, trajectories, fictions, and schools. With regard to content, the essays focus on dramas and symbolic violence in school life and context, but also transformative educational experiences and the meanings of education in the lives of individuals and groups. The results of this exercise indicate interdisciplinary didactic and evaluative paths for the fields of anthropology and education from an anthropological perspective that reinforces the study of culture as a platform for understanding differences. At the same time, they signal possibilities for the practice of Anthropology in dialogue with the interests of students in the field of education.El artículo presenta reflexiones sobre antropología y educación a partir de una experiencia de enseñanza-aprendizaje con estudiantes de pregrado en Pedagogía. Está basado en el ejercicio de una propuesta pedagógica en la cual estudiantes de seis clases diferentes, a lo largo de tres años, fueron invitados a articular sus experiencias, imaginación y conocimiento antropológico en la escritura de ensayos breves sobre educación como parte del proceso evaluativo. De este modo, el experimento adquirió contornos metodológicos inspirados en la investigación-acción en la que se buscó combinar intervención pedagógica y producción de conocimiento. La apuesta por la libertad de escritura abrió espacio para una diversidad de descripciones sobre la educación categorizadas en cuatro dominios temáticos: infancias, trayectorias, ficciones y escuelas. En lo que respecta al contenido, los ensayos enfocan dramas y violencias simbólicas en la vida y en el contexto escolar, pero también experiencias educativas transformadoras y los significados de la educación en la vida de personas y grupos. Los resultados de este ejercicio indican caminos didácticos y evaluativos interdisciplinarios para los campos de la antropología y la educación desde una perspectiva antropológica que refuerza el estudio de la cultura como plataforma para la comprensión de las diferencias. Al mismo tiempo, señalan posibilidades para la práctica de la Antropología en diálogo con los intereses de estudiantes del área de educación.O artigo apresenta reflexões sobre antropologia e educação a partir de uma experiência de ensino-aprendizagem com estudantes de graduação em Pedagogia. Está baseado no exercício de uma proposta pedagógica na qual estudantes de seis turmas diferentes, ao longo de três anos, foram convidadas a articular suas experiências, imaginação e conhecimento antropológico na escrita de ensaios breves sobre educação como parte do processo avaliativo. Nestes termos o experimento ganhou contornos metodológicos inspirados na pesquisa-ação em que se buscou combinar intervenção pedagógica e produção de conhecimento. A aposta na liberdade de escrita abriu espaço para uma diversidade de descrições sobre a educação categorizadas em quatro domínios temáticos: infâncias, trajetórias, ficções e escolas. Em relação ao conteúdo, os ensaios enfocam dramas e violências simbólicas na vida e no contexto escolar, mas também vivências educacionais transformadoras e os significados da educação na vida de pessoas e grupos. Os resultados deste exercício indicam caminhos didáticos e avaliativos interdisciplinares para os campos da antropologia e da educação a partir de uma perspectiva antropológica que reforça o estudo da cultura como plataforma para compreensão das diferenças. Ao mesmo tempo, sinalizam possibilidades para a prática da Antropologia no diálogo com os interesses de estudantes da área de educação.SciELO PreprintsSciELO PreprintsSciELO Preprints2024-03-28info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/835110.1590/SciELOPreprints.8351porhttps://preprints.scielo.org/index.php/scielo/article/view/8351/15595Copyright (c) 2024 Alessandro Roberto de Oliveirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Alessandro Roberto dereponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2024-03-27T20:20:10Zoai:ops.preprints.scielo.org:preprint/8351Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2024-03-27T20:20:10SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION EXPERIENCIA, IMAGINACIÓN Y CONOCIMIENTO EM ANTROPOLOGÍA - EDUCACIÓN EXPERIENCIA, IMAGINAÇÃO E CONHECIMENTO EM ANTROPOLOGIA - EDUCAÇÃO |
title |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION |
spellingShingle |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION Oliveira, Alessandro Roberto de Antropologia Educação escrita Ensino-aprendizagem anthropology education writing teaching-learning antropologia educación escrita enseñanza-aprendizaje |
title_short |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION |
title_full |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION |
title_fullStr |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION |
title_full_unstemmed |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION |
title_sort |
EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION |
author |
Oliveira, Alessandro Roberto de |
author_facet |
Oliveira, Alessandro Roberto de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Alessandro Roberto de |
dc.subject.por.fl_str_mv |
Antropologia Educação escrita Ensino-aprendizagem anthropology education writing teaching-learning antropologia educación escrita enseñanza-aprendizaje |
topic |
Antropologia Educação escrita Ensino-aprendizagem anthropology education writing teaching-learning antropologia educación escrita enseñanza-aprendizaje |
description |
The article presents reflections on anthropology and education based on a teaching-learning experience with undergraduate students in Pedagogy. It is based on the implementation of a pedagogical proposal in which students from six different classes, over three years, were invited to articulate your experiences, imagination, and anthropological knowledge in writing brief essays on education as part of the evaluation process. In these terms, the experiment took on methodological contours inspired by action research, aiming to combine pedagogical intervention and knowledge production. The emphasis on freedom of writing opened space for a diversity of descriptions about education categorized into four thematic domains: childhood, trajectories, fictions, and schools. With regard to content, the essays focus on dramas and symbolic violence in school life and context, but also transformative educational experiences and the meanings of education in the lives of individuals and groups. The results of this exercise indicate interdisciplinary didactic and evaluative paths for the fields of anthropology and education from an anthropological perspective that reinforces the study of culture as a platform for understanding differences. At the same time, they signal possibilities for the practice of Anthropology in dialogue with the interests of students in the field of education. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-03-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
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publishedVersion |
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https://preprints.scielo.org/index.php/scielo/preprint/view/8351 10.1590/SciELOPreprints.8351 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/8351 |
identifier_str_mv |
10.1590/SciELOPreprints.8351 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://preprints.scielo.org/index.php/scielo/article/view/8351/15595 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Alessandro Roberto de Oliveira https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Alessandro Roberto de Oliveira https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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