Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3632 |
Resumo: | This dissertation belongs to the research line of the Postgraduate Program in Education, Federal University of Mato Grosso, Campus Rondonópolis, “Childhood, Youth and Contemporary Culture: rights, policies and diversity” and the research group “Childhood, Youth and Contemporary Culture” (GEIJC). Its main objective is to analyze childhood memories in “Olhos D’água”, written by Conceição Evaristo (2014), based on the following questions: what kind of childhood experiences are addressed in the work of Conceição Evaristo? What educational processes, brought upon the work, are destinated and experienced by childhood? What is the condition of childhood and its relationship with adults, as well as their interactions and the appropriations of the divisions of roles, practices and spaces in this social organization? As a theoretical contribution, authors such as Conceição Evaristo (2007), Walter Benjamin (2011) and Jeanne Gagnebin (2009) were consulted to discuss the understanding of memory. Thus, intersectionality (CRENSHAW, 1991; COLLINS, 2017; hooks, 2019; GONZALEZ, 2018; NASCIMENTO, 2018) were presented as a possibility in terms of analytical perspective. The analyzes developed in the research were based on the following thematic axes: (a) motherhood and childhood; (b) childhood suspension; and (c) education and childhood. The analytical part of this research acknowledges that “Olhos D'água” (2014) narrates individual stories, underlining the experience of black people in a collective childhood: hunger, pain and death, for instance; the book also points to childhood as a living memory of the ancestors, as a promise and as a celebration of life and hope. “Olhos D'água” is a work which shows Evaristo's literature as a voice in contrast to a hegemonic discourse of ‘salvation of the Brazilian child’, deconstructing it and revealing the ambivalence of the social place occupied by the Brazilian black children – who are marked by inequality, but also by the potential of acting and producing memories of happy moments and of resistance. The book combats the burial of the black childhoods memories which are silenced or neglected in the Brazilian history. The streets enact spaces of production and articulation of meanings of different worlds; they allow forms of disobedience as a path to knowledge; words appear as a manifestation of the desire of placing oneself as a subject in the world. The considerations provided by this research are directed to think about the performance of an education based upon memory, seen as a proposition of a space that potentiates and echoes the voices of black childhoods. |
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Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’águaEducaçãoInfânciaMemóriaLiteratura afro-brasileiraInterseccionalidadeCNPQ::CIENCIAS HUMANAS::EDUCACAOEducationChildhoodMemoryAfro-brazilian literatureIntersectionalityThis dissertation belongs to the research line of the Postgraduate Program in Education, Federal University of Mato Grosso, Campus Rondonópolis, “Childhood, Youth and Contemporary Culture: rights, policies and diversity” and the research group “Childhood, Youth and Contemporary Culture” (GEIJC). Its main objective is to analyze childhood memories in “Olhos D’água”, written by Conceição Evaristo (2014), based on the following questions: what kind of childhood experiences are addressed in the work of Conceição Evaristo? What educational processes, brought upon the work, are destinated and experienced by childhood? What is the condition of childhood and its relationship with adults, as well as their interactions and the appropriations of the divisions of roles, practices and spaces in this social organization? As a theoretical contribution, authors such as Conceição Evaristo (2007), Walter Benjamin (2011) and Jeanne Gagnebin (2009) were consulted to discuss the understanding of memory. Thus, intersectionality (CRENSHAW, 1991; COLLINS, 2017; hooks, 2019; GONZALEZ, 2018; NASCIMENTO, 2018) were presented as a possibility in terms of analytical perspective. The analyzes developed in the research were based on the following thematic axes: (a) motherhood and childhood; (b) childhood suspension; and (c) education and childhood. The analytical part of this research acknowledges that “Olhos D'água” (2014) narrates individual stories, underlining the experience of black people in a collective childhood: hunger, pain and death, for instance; the book also points to childhood as a living memory of the ancestors, as a promise and as a celebration of life and hope. “Olhos D'água” is a work which shows Evaristo's literature as a voice in contrast to a hegemonic discourse of ‘salvation of the Brazilian child’, deconstructing it and revealing the ambivalence of the social place occupied by the Brazilian black children – who are marked by inequality, but also by the potential of acting and producing memories of happy moments and of resistance. The book combats the burial of the black childhoods memories which are silenced or neglected in the Brazilian history. The streets enact spaces of production and articulation of meanings of different worlds; they allow forms of disobedience as a path to knowledge; words appear as a manifestation of the desire of placing oneself as a subject in the world. The considerations provided by this research are directed to think about the performance of an education based upon memory, seen as a proposition of a space that potentiates and echoes the voices of black childhoods.CAPESA presente pesquisa pertence à linha de pesquisa do Programa de Pós-graduação em Educação, da Universidade Federal de Mato Grosso, Campus de Rondonópolis, “Infância, Juventude e Cultura Contemporânea: direitos, políticas e diversidade” e do grupo de pesquisa “Infância, Juventude e Cultura Contemporânea” (GEIJC). Seu objetivo principal é analisar as memórias de infância, na obra Olhos D’água, de Conceição Evaristo (2014), com base nas seguintes questões: que experiências de infância são narradas na obra de Conceição Evaristo? Que processos educativos, presentes na obra, se destinam à infância e são vividos por ela? Qual a condição da infância nessa organização social, a sua relação com os adultos, suas interações e apropriações das divisões de papéis, práticas e espaços? Como aporte teórico, para a compreensão da memória, dispomos de autores, como Conceição Evaristo (2007), Walter Benjamin (2011) e Jeanne Gagnebin (2009). Nesse seguimento, a interseccionalidade (CRENSHAW, 1991; COLLINS, 2017; hooks, 2019; GONZALEZ, 2018; NASCIMENTO, 2018) apresenta-se como perspectiva analítica possível. As análises desenvolvidas partem dos seguintes eixos temáticos: (a) maternidade e infância; (b) suspensão da infância e (c) educação e infância. O trabalho analítico evidencia que a obra Olhos D’água (2014) narra histórias individuais, salientando a experiência negra de uma infância coletiva: a fome, a dor e a morte e também aponta para uma infância como memória viva dos ancestrais, como promessa, celebração da vida e da esperança. Em nossa leitura da obra Olhos D’água, a literatura de Evaristo configura-se como história a contrapelo que desconstrói o discurso hegemônico de salvação da criança brasileira e revela a ambivalência do lugar social ocupado pela criança negra brasileira, marcado pela desigualdade, mas também pela capacidade de agência com a potência de produzir memórias de momentos felizes e de resistências. A obra insurge-se, então, contra o soterramento das memórias das infâncias negras silenciadas ou negligenciadas na história da nação brasileira. A rua manifesta-se como espaço de produção e articulação dos sentidos de mundos, a desobediência como caminho para o conhecimento e a palavra aparece como manifestação do desejo de colocar-se como sujeito no mundo. As considerações dirigemse para pensar a atuação da educação a partir da memória como proposição de um espaço potencializador dos ecos das vozes das infâncias negras.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisSalgado, Raquel Gonçalveshttp://lattes.cnpq.br/1165554868380123Salgado, Raquel Gonçalves001.646.567-90http://lattes.cnpq.br/1165554868380123Gomes, Aguinaldo Rodrigues847.432.716-49http://lattes.cnpq.br/3408519048864585001.646.567-90Mariano, Carmem Lúcia Sussel110.746.018-23http://lattes.cnpq.br/6604877443132931Passos, Mailsa Carla Pinto770.289.617-53http://lattes.cnpq.br/9865045321306211Santos, Daiane Silva2022-11-18T17:50:59Z2021-06-112022-11-18T17:50:59Z2021-04-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSANTOS, Daiane Silva. Olhares para uma literatura afro-brasileira: a infância como memória e educação nos contos de Olhos D’água. 2021. 62 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2021.http://ri.ufmt.br/handle/1/3632porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-11-19T06:03:35Zoai:localhost:1/3632Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-11-19T06:03:35Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
title |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
spellingShingle |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água Santos, Daiane Silva Educação Infância Memória Literatura afro-brasileira Interseccionalidade CNPQ::CIENCIAS HUMANAS::EDUCACAO Education Childhood Memory Afro-brazilian literature Intersectionality |
title_short |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
title_full |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
title_fullStr |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
title_full_unstemmed |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
title_sort |
Olhares para uma literatura afro-brasileira : a infância como memória e educação nos contos de Olhos D’água |
author |
Santos, Daiane Silva |
author_facet |
Santos, Daiane Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Salgado, Raquel Gonçalves http://lattes.cnpq.br/1165554868380123 Salgado, Raquel Gonçalves 001.646.567-90 http://lattes.cnpq.br/1165554868380123 Gomes, Aguinaldo Rodrigues 847.432.716-49 http://lattes.cnpq.br/3408519048864585 001.646.567-90 Mariano, Carmem Lúcia Sussel 110.746.018-23 http://lattes.cnpq.br/6604877443132931 Passos, Mailsa Carla Pinto 770.289.617-53 http://lattes.cnpq.br/9865045321306211 |
dc.contributor.author.fl_str_mv |
Santos, Daiane Silva |
dc.subject.por.fl_str_mv |
Educação Infância Memória Literatura afro-brasileira Interseccionalidade CNPQ::CIENCIAS HUMANAS::EDUCACAO Education Childhood Memory Afro-brazilian literature Intersectionality |
topic |
Educação Infância Memória Literatura afro-brasileira Interseccionalidade CNPQ::CIENCIAS HUMANAS::EDUCACAO Education Childhood Memory Afro-brazilian literature Intersectionality |
description |
This dissertation belongs to the research line of the Postgraduate Program in Education, Federal University of Mato Grosso, Campus Rondonópolis, “Childhood, Youth and Contemporary Culture: rights, policies and diversity” and the research group “Childhood, Youth and Contemporary Culture” (GEIJC). Its main objective is to analyze childhood memories in “Olhos D’água”, written by Conceição Evaristo (2014), based on the following questions: what kind of childhood experiences are addressed in the work of Conceição Evaristo? What educational processes, brought upon the work, are destinated and experienced by childhood? What is the condition of childhood and its relationship with adults, as well as their interactions and the appropriations of the divisions of roles, practices and spaces in this social organization? As a theoretical contribution, authors such as Conceição Evaristo (2007), Walter Benjamin (2011) and Jeanne Gagnebin (2009) were consulted to discuss the understanding of memory. Thus, intersectionality (CRENSHAW, 1991; COLLINS, 2017; hooks, 2019; GONZALEZ, 2018; NASCIMENTO, 2018) were presented as a possibility in terms of analytical perspective. The analyzes developed in the research were based on the following thematic axes: (a) motherhood and childhood; (b) childhood suspension; and (c) education and childhood. The analytical part of this research acknowledges that “Olhos D'água” (2014) narrates individual stories, underlining the experience of black people in a collective childhood: hunger, pain and death, for instance; the book also points to childhood as a living memory of the ancestors, as a promise and as a celebration of life and hope. “Olhos D'água” is a work which shows Evaristo's literature as a voice in contrast to a hegemonic discourse of ‘salvation of the Brazilian child’, deconstructing it and revealing the ambivalence of the social place occupied by the Brazilian black children – who are marked by inequality, but also by the potential of acting and producing memories of happy moments and of resistance. The book combats the burial of the black childhoods memories which are silenced or neglected in the Brazilian history. The streets enact spaces of production and articulation of meanings of different worlds; they allow forms of disobedience as a path to knowledge; words appear as a manifestation of the desire of placing oneself as a subject in the world. The considerations provided by this research are directed to think about the performance of an education based upon memory, seen as a proposition of a space that potentiates and echoes the voices of black childhoods. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-11 2021-04-23 2022-11-18T17:50:59Z 2022-11-18T17:50:59Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SANTOS, Daiane Silva. Olhares para uma literatura afro-brasileira: a infância como memória e educação nos contos de Olhos D’água. 2021. 62 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2021. http://ri.ufmt.br/handle/1/3632 |
identifier_str_mv |
SANTOS, Daiane Silva. Olhares para uma literatura afro-brasileira: a infância como memória e educação nos contos de Olhos D’água. 2021. 62 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2021. |
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http://ri.ufmt.br/handle/1/3632 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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