Casa de pedra: saberes e narrativas
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/8901 |
Resumo: | This research had as objective the study of the relations between school knowledge and community knowledge investigating how the relationships between them construct teaching and cultural narratives that shape specificities of Education in the Field. The investigation took place in the rural community Casa de Pedra, located within the state of Bahia. In the field work, I immersed myself in the community as well as in the school observing and interacting with blessers, healers, popular party planners and artisans and with teachers and students in the school context. In addition to the observation, I proposed artistic activities in school, such as storytelling, drawing, collage, photography and shadow theater as activators of the multiple narrative-building voices. I begin by the theoretical reflexive movement around narratives, daily school life, curriculum, Griot Pedagogy and Education in the Field. I prioritized the narrative because I grounded my professional work in a teaching primarily inspired by the actions of storytelling. I wanted to think about the possible transits between the knowledge of a certain social group and the knowledge of the school inserted in that group. In the conclusion of this work I observed that these knowledges are part of the school contents and that the knowledge of the community enters the school territory organizing and at the same time subverting an official teaching schedule. |
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Guimarães, Lêda Maria de Barroshttp://lattes.cnpq.br/1491866271915819Ferreira, Glauco BatistaPerotto, Lilian UckerSant’Anna, Thiago FernandoBiriba, Ricardo Barretohttp://lattes.cnpq.br/2698903438357995Oliveira, Cássia2018-09-24T11:12:51Z2018-08-29OLIVEIRA, Cássia. Casa de pedra: saberes e narrativas. 2018. 173 f. Dissertação (Mestrado em Arte e Cultura Visual) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/8901ark:/38995/0013000008pj3This research had as objective the study of the relations between school knowledge and community knowledge investigating how the relationships between them construct teaching and cultural narratives that shape specificities of Education in the Field. The investigation took place in the rural community Casa de Pedra, located within the state of Bahia. In the field work, I immersed myself in the community as well as in the school observing and interacting with blessers, healers, popular party planners and artisans and with teachers and students in the school context. In addition to the observation, I proposed artistic activities in school, such as storytelling, drawing, collage, photography and shadow theater as activators of the multiple narrative-building voices. I begin by the theoretical reflexive movement around narratives, daily school life, curriculum, Griot Pedagogy and Education in the Field. I prioritized the narrative because I grounded my professional work in a teaching primarily inspired by the actions of storytelling. I wanted to think about the possible transits between the knowledge of a certain social group and the knowledge of the school inserted in that group. In the conclusion of this work I observed that these knowledges are part of the school contents and that the knowledge of the community enters the school territory organizing and at the same time subverting an official teaching schedule.Esta pesquisa teve como objetivo o estudo de relações entre saberes escolares e saberes da comunidade investigando de que forma os relacionamentos entre ambos constroem narrativas docentes e culturais que configuram especificidades da educação no campo. A investigação se deu na comunidade rural Casa de Pedra, no interior da Bahia. No trabalho de campo realizei uma imersão tanto na comunidade quanto na escola observando e interagindo com benzedeiras, rezadeiras, festeiras e artesãos e com professoras e estudantes no contexto escolar. Além da observação, propus atividades artísticas na escola de contação de histórias, desenho, colagem, fotografia e teatro de sombras como ativadoras das múltiplas vozes edificadoras de narrativas. Parto do movimento reflexivo teórico em torno das narrativas, do cotidiano escolar, do currículo, da Pedagogia Griô e da Educação no Campo. Priorizei a narrativa porque calquei meu trabalho profissional em uma docência fundamentalmente inspirada nas ações de contar histórias. Queria pensar nos trânsitos possíveis entre os saberes de um determinado grupo social e os saberes da escola inserida nesse grupo. Na conclusão deste trabalho pude observar que esses saberes fazem parte dos conteúdos escolares e que os saberes da comunidade adentram o território escolar organizando e ao mesmo tempo subvertendo um cronograma oficial de ensinoSubmitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-09-21T12:50:16Z No. of bitstreams: 2 Dissertação - Cássia Oliveira - 2018.pdf: 52697361 bytes, checksum: 49744f8e550aaedda7f1df0b89232838 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-24T11:12:51Z (GMT) No. of bitstreams: 2 Dissertação - Cássia Oliveira - 2018.pdf: 52697361 bytes, checksum: 49744f8e550aaedda7f1df0b89232838 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-09-24T11:12:51Z (GMT). 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dc.title.eng.fl_str_mv |
Casa de pedra: saberes e narrativas |
dc.title.alternative.eng.fl_str_mv |
Casa de pedra: knowledges and narratives |
title |
Casa de pedra: saberes e narrativas |
spellingShingle |
Casa de pedra: saberes e narrativas Oliveira, Cássia Narrativas Saberes Docência Cotidiano escolar Narratives Knowledges Teaching Daily school life LINGUISTICA, LETRAS E ARTES::ARTES |
title_short |
Casa de pedra: saberes e narrativas |
title_full |
Casa de pedra: saberes e narrativas |
title_fullStr |
Casa de pedra: saberes e narrativas |
title_full_unstemmed |
Casa de pedra: saberes e narrativas |
title_sort |
Casa de pedra: saberes e narrativas |
author |
Oliveira, Cássia |
author_facet |
Oliveira, Cássia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Guimarães, Lêda Maria de Barros |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1491866271915819 |
dc.contributor.referee1.fl_str_mv |
Ferreira, Glauco Batista |
dc.contributor.referee2.fl_str_mv |
Perotto, Lilian Ucker |
dc.contributor.referee3.fl_str_mv |
Sant’Anna, Thiago Fernando |
dc.contributor.referee4.fl_str_mv |
Biriba, Ricardo Barreto |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2698903438357995 |
dc.contributor.author.fl_str_mv |
Oliveira, Cássia |
contributor_str_mv |
Guimarães, Lêda Maria de Barros Ferreira, Glauco Batista Perotto, Lilian Ucker Sant’Anna, Thiago Fernando Biriba, Ricardo Barreto |
dc.subject.por.fl_str_mv |
Narrativas Saberes Docência Cotidiano escolar |
topic |
Narrativas Saberes Docência Cotidiano escolar Narratives Knowledges Teaching Daily school life LINGUISTICA, LETRAS E ARTES::ARTES |
dc.subject.eng.fl_str_mv |
Narratives Knowledges Teaching Daily school life |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::ARTES |
description |
This research had as objective the study of the relations between school knowledge and community knowledge investigating how the relationships between them construct teaching and cultural narratives that shape specificities of Education in the Field. The investigation took place in the rural community Casa de Pedra, located within the state of Bahia. In the field work, I immersed myself in the community as well as in the school observing and interacting with blessers, healers, popular party planners and artisans and with teachers and students in the school context. In addition to the observation, I proposed artistic activities in school, such as storytelling, drawing, collage, photography and shadow theater as activators of the multiple narrative-building voices. I begin by the theoretical reflexive movement around narratives, daily school life, curriculum, Griot Pedagogy and Education in the Field. I prioritized the narrative because I grounded my professional work in a teaching primarily inspired by the actions of storytelling. I wanted to think about the possible transits between the knowledge of a certain social group and the knowledge of the school inserted in that group. In the conclusion of this work I observed that these knowledges are part of the school contents and that the knowledge of the community enters the school territory organizing and at the same time subverting an official teaching schedule. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-24T11:12:51Z |
dc.date.issued.fl_str_mv |
2018-08-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Cássia. Casa de pedra: saberes e narrativas. 2018. 173 f. Dissertação (Mestrado em Arte e Cultura Visual) - Universidade Federal de Goiás, Goiânia, 2018. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/8901 |
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ark:/38995/0013000008pj3 |
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OLIVEIRA, Cássia. Casa de pedra: saberes e narrativas. 2018. 173 f. Dissertação (Mestrado em Arte e Cultura Visual) - Universidade Federal de Goiás, Goiânia, 2018. ark:/38995/0013000008pj3 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/8901 |
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UFG |
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Universidade Federal de Goiás |
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