Formas de pensar pesquisa-militância-infância com o Grupo de Pesquisa Infância e Saber Docente: Ensaios bakhtinianos

• Autor(a) principal: Menezes, Flávia Maria de
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17165
• topic: Childhood; Militancy; Research group; Chronotopes; Infância; Militância; Grupo de pesquisa; Cronotopos; CIENCIAS HUMANAS::EDUCACAO

And in the middle of the way I found a stone, by the way many and who doesn't find them? But that stone was not just any stone, one of those that we ignore or cry before it, because we are not the poet who makes poetry out of stone. We cry because the stones block us. But that stone had traces of poetry, and it became the cornerstone I found on the way. I remembered Harry Potter and the Philosopher's Stone. Fundamental or philosophical, I think it was a rock with two powers: to found thoughts. And so, I didn't deviate, I didn't cry, I didn't ignore it, I just sat in the chair, in front of the computer and, when I found myself, 157 pages of narratives. For those who need to read, for those who have been invited to read, for those who are curious, for those who read because they empathize with me or because they don't empathize with me, I'll say from these 157 pages. The philosopher's stone that inspired me in the production of this writing is Bakhtinian, with contributions in the works of Mikhail Bakhtin (2019, 2017, 2015, 2014, 1999) and his readers; but I was also inspired by Walter Benjamin (2011, 2009 and 1987) and other thinkers in childhood studies and literature, a form of polishing to give greater intensity to the stone's brilliance. As the Bakhtinian inspiration is chronotopic, my action/motivation took place in the production of a narrative that enunciates the research-childhood-militance trilogy as a vertex of strength of a research group dedicated to childhood and teaching knowledge, affirming the children as political subjects and early childhood education as a childhood territory. This trilogy has sustained the commitment of this group to create an academic production committed to facing all forms of colonization of educational practices with children. This is because time and space are impregnated with toxic forces, which paralyze, demobilize, weaken people and institutions, especially what is public, which has become the target of these forces. Forces that have found in science, in academic production, in research, in researchers and researchers their antidote. Therefore, I found the strength of this writing in the production of knowledge by the Research Group for Childhood and Teaching Knowledge, coordinated at UERJ by Prof. Dr. Ligia Aquino. This group is the hero of this narrative. Respondent understanding, collation and chronotopic reading were the methodological forms that underpinned the walk in this experience with research, both to think about children and childhood, and to chronotopically read the productions of GRUPISD, as well as to think about the chronotopes by which these productions took shape: the master's research expressed in the GRUPISD dissertations, in the period 2013-2018, and the WhatsApp groups where the presence in these groups strengthens the research-militance-childhood trilogy. Along this path, I produced some finishes: research and militancy are in the same chain of meanings; the experience is the best reading with childhood, the one that enabled the children to be present in the GRUPISD surveys; research is military with science and the possibility of a group of political people to dissipate the eschatological atmosphere that hangs over the contexts of democracy in our society.