Na teia de Ananse: a contação de histórias como performance, com crianças, na escola

• Autor(a) principal: Gabriel, Sonaly Torres Silva
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000dkr8
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11652
• topic: Contação de histórias; Performance; Diversidade cultural; Educação; Crianças; Protagonismo infantil; Storytelling; Performance; Cultural diversity; Education; Children; Child protagonism; LINGUISTICA, LETRAS E ARTES::ARTES::FUNDAMENTOS E CRITICA DAS ARTES

This research presents a study on storytelling performances, shared between children and adults, with the goal of investigating how this experience can contribute to children's protagonism in school environments. In this context, a performative research was developed, whose practices were carried out in two public schools in the Metropolitan Region of Vale do Aço, in Minas Gerais – Brazil. The methodology of this work is eminently guided-by-practice and had as fundamental methodological aspects: (i) poetics, the power of the body as primacy; (ii) the processes of creation, interaction and transformation present in performances and in research as performance; (iii) the enthusiasm for listening to children's stories and with the events that emerge from the storytelling performances; (iv) interaction with children, not only as interlocutors, but as co-producers of knowledge and stories. The approach of storytelling as performance was chosen in this research for its critical and inventive perspective: the notion of performance, when understood as an essential element of human experience, constitutes a tool to problematize the multiple relationships of everyday life, such as relationships adult-child in the school context. From this perspective, the practices of this research include the creation of a Performance Ananse presentation and the realization of storytelling workshops with children. These practices and the stories narrated by the children led us to problematize themes such as: colonialism, racism, violence, silence and silencing, adult-child interaction, children's cultures, the importance of multiple stories. In this process, it was possible to realize that storytelling as a performance is a liminal experience that can destabilize what we adults know about school, about storytelling, about children. Furthermore, it was evident that the role of children in schools is crossed and limited by disciplinary frameworks and by the asymmetry of power in the adult-child relationship. We conclude that is really relevance the perspective of shared protagonism, in which there is flexibility in the adult-child power relations, which demands an openness from the adult to deal with their limitations, to learn with children, to co-create interactive experiences in which children can participate in pedagogical choices, be recognized as authors of their stories, producers of cultures and knowledge.