Imagens e memórias: narrativas vivas em (com)textos educativos
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/8527 |
Resumo: | The main issues of discussion in the research reported in this doctoral thesis are the images and memories in the educational (con)texts which are interchanged in intergerational meetings. The objective was to describe children‘s/ adolescents‘ process of producing narratives from images and memories of the city, the neighborhood and the school. For this purpose, at the Municipal Elementary School Sonia Regina Gomes Rezende Franco, located in Serra Dourada I, municipality of Serra-ES, children/ adolescents of the 6th/ 7th grades were involved in a Project of arts teaching that took place in the classes of Arts and History throughout the school years of 2015 and 2016. During this period, the students were given the opportunity to appreciate video recordings and photographs with images of Serra-ES and visiting trips to the city‘s cultural spaces, always defined through the negotiation with the collaborators of the research, with qualitative approach and inspired by ethnography. These activities were followed by moments organized in the format of conversation circles, in various dimensions, where the production of narratives took place, composed by the relations of exchanging and sharing of images and memories between the children/ adolescents themselves, as well as with adults, configuring, therefore, intergerational meetings. The data registration took place though photographs, some were produced by the researcher and collaborators, others belonging to the collection of the school and of a teacher, along with video recordings, field diaries, held by the researcher and by the children/ adolescent narrators. In oral, written and imagetic formats, the narratives were analyzed through categories that emerge from Benjamin‘s thoughts (2012, 2013a), spanning matrixes of time and space, images and memories and interchange. The dialogue with studies related to Arts teaching (BARBOSA, 2002, 2010; FERRAZ; FUSARI, 2009; IAVELBERG, 2003; SCHÜTZ-FOERSTE, 2004), images and memories (CIAVATTA, 2009; HALBAWACHS, 2003; BOSI, 1994), collaboration (FOERSTE, 2005; BRANDÃO, 1984, 2003, 2007) and intergerational meetings (MANNHEIN, 1952) also helped to shed a light on the data. The analysis process highlights the emergency of the work based on what we are referring to as collaboration-partnership, which, centered on the narratives and symbolic exchanges between subjects, emerges as a possibility to cultivate images and traditional memories through live narratives. |
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Brandão, Carlos RodriguesFoerste, Gerda Margit SchützVago-Soares, Maria AngélicaPinel, HiranFoerste, ErineuBrandão, Carlos RodriguesMiranda, Marina Rodrigues2018-08-01T23:31:09Z2018-08-012018-08-01T23:31:09Z2017-05-25The main issues of discussion in the research reported in this doctoral thesis are the images and memories in the educational (con)texts which are interchanged in intergerational meetings. The objective was to describe children‘s/ adolescents‘ process of producing narratives from images and memories of the city, the neighborhood and the school. For this purpose, at the Municipal Elementary School Sonia Regina Gomes Rezende Franco, located in Serra Dourada I, municipality of Serra-ES, children/ adolescents of the 6th/ 7th grades were involved in a Project of arts teaching that took place in the classes of Arts and History throughout the school years of 2015 and 2016. During this period, the students were given the opportunity to appreciate video recordings and photographs with images of Serra-ES and visiting trips to the city‘s cultural spaces, always defined through the negotiation with the collaborators of the research, with qualitative approach and inspired by ethnography. These activities were followed by moments organized in the format of conversation circles, in various dimensions, where the production of narratives took place, composed by the relations of exchanging and sharing of images and memories between the children/ adolescents themselves, as well as with adults, configuring, therefore, intergerational meetings. The data registration took place though photographs, some were produced by the researcher and collaborators, others belonging to the collection of the school and of a teacher, along with video recordings, field diaries, held by the researcher and by the children/ adolescent narrators. In oral, written and imagetic formats, the narratives were analyzed through categories that emerge from Benjamin‘s thoughts (2012, 2013a), spanning matrixes of time and space, images and memories and interchange. The dialogue with studies related to Arts teaching (BARBOSA, 2002, 2010; FERRAZ; FUSARI, 2009; IAVELBERG, 2003; SCHÜTZ-FOERSTE, 2004), images and memories (CIAVATTA, 2009; HALBAWACHS, 2003; BOSI, 1994), collaboration (FOERSTE, 2005; BRANDÃO, 1984, 2003, 2007) and intergerational meetings (MANNHEIN, 1952) also helped to shed a light on the data. The analysis process highlights the emergency of the work based on what we are referring to as collaboration-partnership, which, centered on the narratives and symbolic exchanges between subjects, emerges as a possibility to cultivate images and traditional memories through live narratives.A pesquisa relatada nesta tese de doutorado tem como eixos de discussão as imagens e as memórias nos (com)textos educativos que se intercambiam nos encontros intergeracionais. Objetivou descrever o processo de produção de narrativas a partir de imagens e memórias da cidade, do bairro e da escola por crianças/adolescentes. Para tanto, na Escola Municipal de Ensino Fundamental Sonia Regina Gomes Rezende Franco, localizada no Bairro Serra Dourada I, Serra-ES, crianças/adolescentes de uma turma de 6º/7º anos foram envolvidas em um projeto de ensino de Arte que se desenrolou no âmbito das aulas de Arte e História, ao longo dos anos letivos de 2015 e 2016. Nesse período, foram oportunizadas a apreciação de vídeo-gravações e fotografias com imagens da Serra-ES e visitas-passeios a espaços culturais da cidade, sempre definidas a partir de negociação com os(as) colaboradores(as) da pesquisa, de abordagem qualitativa com inspiração etnográfica. A essas atividades se sucederam momentos organizados no formato de rodas de conversa em diversas dimensões, nas quais ocorreu a produção de narrativas, compostas a partir das relações de troca e compartilha de imagens e memórias entre as próprias crianças/adolescentes e também com adultos, configurando, portanto, encontros intergeracionais. O registro de dados foi feito a partir de fotografias, produzidas pela pesquisadora e colaboradores(as) e também pertencentes ao acervo da escola e de uma professora, vídeo-gravações, diários de campo, mantidos pela pesquisadora e pelas crianças/adolescentes narradoras. Em formatos oral, escrito e imagético, as narrativas foram analisadas a partir de categorias que emergem do pensamento de Benjamin (2012, 2013a), perpassando as matrizes de tempo e espaço, imagens e memórias e intercâmbio. O diálogo com estudos relacionados ao ensino da Arte (BARBOSA, 2002, 2010; FERRAZ; FUSARI, 2009; IAVELBERG, 2003; SCHÜTZ-FOERSTE, 2004), imagens e memórias (CIAVATTA, 2009; HALBAWACHS, 2003; BOSI, 1994), colaboração (FOERSTE, 2005; BRANDÃO, 1984, 2003, 2007) e encontros intergeracionais (MANNHEIN, 1952) também permitiram por luz sobre os dados. O processo de análise evidencia a emergência do trabalho baseado no que estamos denominando colaboração-parceria, o qual, centrado nas narrativas e trocas simbólicas entre os sujeitos, surge como possibilidade para o cultivo das imagens e memórias tradicionais por meio de narrativas vivas.Texthttp://repositorio.ufes.br/handle/10/8527porUniversidade Federal do Espírito SantoDoutorado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoImagens e memóriasEnsino da arteColaboração-parceriaNarrativas vivasArte - Estudo e ensinoParcerias - EducaçãoMemória - EducaçãoNarrativas pessoais - EducaçãoEducação37Imagens e memórias: narrativas vivas em (com)textos educativosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALtese_11323_ata_11323_ANGELICA_Tese_Final_Entregue_ao_PPGE.pdfapplication/pdf7423814http://repositorio.ufes.br/bitstreams/fdba0a09-3f5f-45a1-bef6-7050a94cc34f/download9d0927b27f444857ddb5254011ce8f59MD5110/85272024-06-28 08:44:39.529oai:repositorio.ufes.br:10/8527http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T08:44:39Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false |
dc.title.none.fl_str_mv |
Imagens e memórias: narrativas vivas em (com)textos educativos |
title |
Imagens e memórias: narrativas vivas em (com)textos educativos |
spellingShingle |
Imagens e memórias: narrativas vivas em (com)textos educativos Vago-Soares, Maria Angélica Imagens e memórias Ensino da arte Colaboração-parceria Narrativas vivas Educação Arte - Estudo e ensino Parcerias - Educação Memória - Educação Narrativas pessoais - Educação 37 |
title_short |
Imagens e memórias: narrativas vivas em (com)textos educativos |
title_full |
Imagens e memórias: narrativas vivas em (com)textos educativos |
title_fullStr |
Imagens e memórias: narrativas vivas em (com)textos educativos |
title_full_unstemmed |
Imagens e memórias: narrativas vivas em (com)textos educativos |
title_sort |
Imagens e memórias: narrativas vivas em (com)textos educativos |
author |
Vago-Soares, Maria Angélica |
author_facet |
Vago-Soares, Maria Angélica |
author_role |
author |
dc.contributor.advisor-co1.fl_str_mv |
Brandão, Carlos Rodrigues |
dc.contributor.advisor1.fl_str_mv |
Foerste, Gerda Margit Schütz |
dc.contributor.author.fl_str_mv |
Vago-Soares, Maria Angélica |
dc.contributor.referee1.fl_str_mv |
Pinel, Hiran |
dc.contributor.referee2.fl_str_mv |
Foerste, Erineu |
dc.contributor.referee3.fl_str_mv |
Brandão, Carlos Rodrigues |
dc.contributor.referee4.fl_str_mv |
Miranda, Marina Rodrigues |
contributor_str_mv |
Brandão, Carlos Rodrigues Foerste, Gerda Margit Schütz Pinel, Hiran Foerste, Erineu Brandão, Carlos Rodrigues Miranda, Marina Rodrigues |
dc.subject.por.fl_str_mv |
Imagens e memórias Ensino da arte Colaboração-parceria Narrativas vivas |
topic |
Imagens e memórias Ensino da arte Colaboração-parceria Narrativas vivas Educação Arte - Estudo e ensino Parcerias - Educação Memória - Educação Narrativas pessoais - Educação 37 |
dc.subject.cnpq.fl_str_mv |
Educação |
dc.subject.br-rjbn.none.fl_str_mv |
Arte - Estudo e ensino Parcerias - Educação Memória - Educação Narrativas pessoais - Educação |
dc.subject.udc.none.fl_str_mv |
37 |
description |
The main issues of discussion in the research reported in this doctoral thesis are the images and memories in the educational (con)texts which are interchanged in intergerational meetings. The objective was to describe children‘s/ adolescents‘ process of producing narratives from images and memories of the city, the neighborhood and the school. For this purpose, at the Municipal Elementary School Sonia Regina Gomes Rezende Franco, located in Serra Dourada I, municipality of Serra-ES, children/ adolescents of the 6th/ 7th grades were involved in a Project of arts teaching that took place in the classes of Arts and History throughout the school years of 2015 and 2016. During this period, the students were given the opportunity to appreciate video recordings and photographs with images of Serra-ES and visiting trips to the city‘s cultural spaces, always defined through the negotiation with the collaborators of the research, with qualitative approach and inspired by ethnography. These activities were followed by moments organized in the format of conversation circles, in various dimensions, where the production of narratives took place, composed by the relations of exchanging and sharing of images and memories between the children/ adolescents themselves, as well as with adults, configuring, therefore, intergerational meetings. The data registration took place though photographs, some were produced by the researcher and collaborators, others belonging to the collection of the school and of a teacher, along with video recordings, field diaries, held by the researcher and by the children/ adolescent narrators. In oral, written and imagetic formats, the narratives were analyzed through categories that emerge from Benjamin‘s thoughts (2012, 2013a), spanning matrixes of time and space, images and memories and interchange. The dialogue with studies related to Arts teaching (BARBOSA, 2002, 2010; FERRAZ; FUSARI, 2009; IAVELBERG, 2003; SCHÜTZ-FOERSTE, 2004), images and memories (CIAVATTA, 2009; HALBAWACHS, 2003; BOSI, 1994), collaboration (FOERSTE, 2005; BRANDÃO, 1984, 2003, 2007) and intergerational meetings (MANNHEIN, 1952) also helped to shed a light on the data. The analysis process highlights the emergency of the work based on what we are referring to as collaboration-partnership, which, centered on the narratives and symbolic exchanges between subjects, emerges as a possibility to cultivate images and traditional memories through live narratives. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-05-25 |
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2018-08-01T23:31:09Z |
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2018-08-01 2018-08-01T23:31:09Z |
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Universidade Federal do Espírito Santo Doutorado em Educação |
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Programa de Pós-Graduação em Educação |
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Universidade Federal do Espírito Santo Doutorado em Educação |
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