Educar desde a carne e o chão: aprendizagem, corpo e território nos dispositivos da educação profissional

• Autor(a) principal: Araldi, Etiane
• Data de Publicação: 2020
• 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/1/17424
• topic: Learning; Professional education; Feminism. Territory; Psychology of work; Psicologia Social; Ensino profissional; Feminismo; Aprendizagem; Educação profissional; Território; Psicologia do trabalho; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

This thesis explores the contradictory place of body and territory in workers’ education and in learning psychology’s explanations, taking as a case of analysis the process of teaching psychology in a federal institution of professional education in Rio de Janeiro. The work articulates contemporary theories of learning, such as the concept of inventive learning developed by the brazilian researcher Virginia Kastrup, feminist and popular education perspectives, as well as social psychology methods, with the problem of educational practices in Professional and Technology Education (in portuguese, EPT). The research field was the Instituto Federal de Educação Ciência e Tecnologia do Rio de Janeiro (IFRJ) Campus Niterói, during activities of teaching, researching and university extension practices developed by the author, who is a professor at the institution. The methodology was inspired by intervention-research, which recognizes the inseparability of knowing and intervening. The research's main objective was to develop and to analyze the effects of educational methods which aimed to produce inventive learning experiences in EPT, through pedagogical exercises that articulated work, education and territory. The results point out to the importance of including students and professors’ bodies in educational practices, to the role of reproductive labor in professional education and to articulate workers’ education with local productive arrangements. As clues to produce inventive cognition policies in EPT, the thesis presents three propositions: learning to dwell, learning to engage and learning to invent. The text is written in first person to indicate that these learning movements have affected both students and the professor-researcher. Finally, the thesis proposes that teaching methods in EPT must be permeable to the knowledge produced in working practices, extending the dialogue between educational practices and the life experiences of students-workers in professional education.