Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFPel - Guaiaca |
Texto Completo: | http://guaiaca.ufpel.edu.br/handle/123456789/1678 |
Resumo: | This study is part of the Research Lines Written Culture, Languages and Learning, based on the studies undertaken by the Group for Studies and Research on Imaginary, Memory and Education (GEPIEM). This is a qualitative research with a socio-phenomenological methodology guided by the principles of convergence of Gilbert Durand. The investigation seeks to glimpse the mythical universe of representations of teaching, demonstrating the ability of photography to express symbols introjected, giving visibility to the imaginary founding of the subjects. It examines the multiple meanings that move this universe of representations (which are to Gilbert Durand presentification their archetypal inheritances), from photo-graphias produced by training and trained teachers, attendees of courses by the researcher in different cities of the state of Rio Grande do Sul, between 2007 and 2010. These images were obtained in response to the provocation "Being Teacher is..." taking as his motto the continuation of the sentence, through photographs. Thus, the photographic language, in this thesis, is characterized as an exercise of introspection activator of creative imagination, as Gaston Bachelard proposes. The inventory and the subsequent empirical analysis of capital allowed the identification of the recurrent symbolic core, determined by significant homologies (repetitions) of symbols expressed by photographic schemes. They were arranged in a chronic form of visual narrative and through the exercise of photo analysis - a methodology for convergence proved significant repetitions present in the universe of symbols of teaching, expressed from different people and places. By weighting on the correspondence between the archetypal imagery speeches that make up the interstices of the research you can access other ways to say and say. In general, this mode of expression allows bringing symbolic "answers", like those in this thesis led to Prometheus, Hermes and Narcissus myths as directors of the universe of representations of teaching. Therefore, this work is revealing the photo of the imaginary presentification referring to the symbolic universe is interwoven Teacher. The research contributes to the construction of these different perspectives and knowledge on the subject, aiming to promote the recognition of substrates of social attitudes, reflected in attitudes and behaviors, with the instance of the symbolic and archaic revealing roots that bind us to the path of anthropological being. |
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http://lattes.cnpq.br/4898554772122279http://lattes.cnpq.br/5496470672226677Nörnberg, Martahttp://lattes.cnpq.br/7467574585513397Miranda, Ana Ruth Morescohttp://lattes.cnpq.br/5342617922616660Michelon, Francisca Ferreirahttp://lattes.cnpq.br/4451406034191031Peres, Lúcia Maria VazBrandão, Cláudia Mariza Mattos2014-08-20T13:48:05Z2014-01-162014-08-20T13:48:05Z2012-05-14BRANDÃO, Cláudia Mariza Mattos. Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor. 2012. 154 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2012.http://guaiaca.ufpel.edu.br/handle/123456789/1678This study is part of the Research Lines Written Culture, Languages and Learning, based on the studies undertaken by the Group for Studies and Research on Imaginary, Memory and Education (GEPIEM). This is a qualitative research with a socio-phenomenological methodology guided by the principles of convergence of Gilbert Durand. The investigation seeks to glimpse the mythical universe of representations of teaching, demonstrating the ability of photography to express symbols introjected, giving visibility to the imaginary founding of the subjects. It examines the multiple meanings that move this universe of representations (which are to Gilbert Durand presentification their archetypal inheritances), from photo-graphias produced by training and trained teachers, attendees of courses by the researcher in different cities of the state of Rio Grande do Sul, between 2007 and 2010. These images were obtained in response to the provocation "Being Teacher is..." taking as his motto the continuation of the sentence, through photographs. Thus, the photographic language, in this thesis, is characterized as an exercise of introspection activator of creative imagination, as Gaston Bachelard proposes. The inventory and the subsequent empirical analysis of capital allowed the identification of the recurrent symbolic core, determined by significant homologies (repetitions) of symbols expressed by photographic schemes. They were arranged in a chronic form of visual narrative and through the exercise of photo analysis - a methodology for convergence proved significant repetitions present in the universe of symbols of teaching, expressed from different people and places. By weighting on the correspondence between the archetypal imagery speeches that make up the interstices of the research you can access other ways to say and say. In general, this mode of expression allows bringing symbolic "answers", like those in this thesis led to Prometheus, Hermes and Narcissus myths as directors of the universe of representations of teaching. Therefore, this work is revealing the photo of the imaginary presentification referring to the symbolic universe is interwoven Teacher. The research contributes to the construction of these different perspectives and knowledge on the subject, aiming to promote the recognition of substrates of social attitudes, reflected in attitudes and behaviors, with the instance of the symbolic and archaic revealing roots that bind us to the path of anthropological being.Este estudo se insere na Linha de Pesquisa Cultura Escrita, Linguagens e Aprendizagem, tendo como base os estudos desenvolvidos no Grupo de Estudos e Pesquisas sobre Imaginário, Educação e Memória (GEPIEM). Trata-se de uma pesquisa de natureza qualitativa, com cunho sócio-fenomenológico, norteada pelos princípios da metodologia de convergências de Gilbert Durand. A investigação busca vislumbrar o universo mítico das representações sobre a docência, demonstrando a capacidade da fotografia de manifestar símbolos introjetados, dando visibilidade aos imaginários fundantes dos sujeitos. Ela analisa os múltiplos sentidos que movem este universo de representações (que para Gilbert Durand são presentificações das suas heranças arquetípicas), a partir de foto-graphias produzidas por professores formados e em formação, frequentadores de cursos ministrados pela pesquisadora em diferentes cidades do estado do Rio Grande do Sul, entre 2007 e 2010. Tais imagens foram obtidas como respostas à provocação ―Ser professor é...‖ tendo como mote a continuação da frase, através de fotografias. Desse modo, a linguagem fotográfica, nesta tese, caracteriza-se como um exercício de introspecção ativador da imaginação criadora, assim como propõe Gaston Bachelard. O inventário e a posterior análise desse capital empírico permitiram a identificação dos núcleos simbólicos mais recorrentes, determinados pelas homologias significativas (repetições) dos símbolos manifestados pelos schèmes fotográficos. Eles foram arranjados no formato de uma crônica visual narrativa e através do exercício da photoanálise - uma metodologia de convergências - revelaram-se pregnâncias presentes no universo dos símbolos da docência, manifestados a partir de diferentes pessoas e lugares. Por meio da ponderação sobre as correspondências arquetípicas entre os discursos imagéticos que integram os interstícios da pesquisa é possível acessar outros modos de dizer e dizer-se. Em geral, esta modalidade de expressão permite trazer ―respostas‖ simbólicas, a exemplo das que nesta tese conduziram a Prometeu, Hermes e Narciso como mitos diretores do universo das representações sobre docência. Portanto, neste trabalho a fotografia é reveladora das presentificações do imaginário referentes aos universos simbólicos entretecidos no ser professor. A pesquisa contribui para a construção destes diferentes olhares e conhecimentos sobre o tema, com vistas a favorecer o reconhecimento dos substratos das atitudes sociais, reflexos de mentalidades e comportamentos, apresentando a instância simbólica como reveladora das raízes arcaicas que nos atam ao trajeto antropológico do ser.application/pdfporUniversidade Federal de PelotasPrograma de Pós-Graduação em EducaçãoUFPelBRFaculdade de EducaçãoEducaçãoFotografiaImaginárioMemóriaFormaçãoEducationPhotographyImaginaryMemoryFormationCNPQ::CIENCIAS HUMANAS::EDUCACAOEntre photos, graphias, imaginários e memórias: a (re) invenção do ser professorBetween Photos, graphias, imageries and memories: the (re)invention of being a teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELORIGINALClaudia Mariza Mattos Brandao_Tese.pdfapplication/pdf2938121http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1678/1/Claudia%20Mariza%20Mattos%20Brandao_Tese.pdf34eb42246ee11970d50a56069df99af4MD51open accessTEXTClaudia Mariza Mattos Brandao_Tese.pdf.txtClaudia Mariza Mattos Brandao_Tese.pdf.txtExtracted Texttext/plain289670http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1678/2/Claudia%20Mariza%20Mattos%20Brandao_Tese.pdf.txt289c603677c646f18e10b2b617d6a3c2MD52open accessTHUMBNAILClaudia Mariza Mattos Brandao_Tese.pdf.jpgClaudia Mariza Mattos Brandao_Tese.pdf.jpgGenerated Thumbnailimage/jpeg1300http://guaiaca.ufpel.edu.br/xmlui/bitstream/123456789/1678/3/Claudia%20Mariza%20Mattos%20Brandao_Tese.pdf.jpgc1ba99e153d3c1b70879829deaacee0bMD53open access123456789/16782021-12-08 15:38:37.12open accessoai:guaiaca.ufpel.edu.br:123456789/1678Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2021-12-08T18:38:37Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.por.fl_str_mv |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
dc.title.alternative.eng.fl_str_mv |
Between Photos, graphias, imageries and memories: the (re)invention of being a teacher |
title |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
spellingShingle |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor Brandão, Cláudia Mariza Mattos Educação Fotografia Imaginário Memória Formação Education Photography Imaginary Memory Formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
title_full |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
title_fullStr |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
title_full_unstemmed |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
title_sort |
Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor |
author |
Brandão, Cláudia Mariza Mattos |
author_facet |
Brandão, Cláudia Mariza Mattos |
author_role |
author |
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/4898554772122279 |
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5496470672226677 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Nörnberg, Marta |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7467574585513397 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Miranda, Ana Ruth Moresco |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/5342617922616660 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Michelon, Francisca Ferreira |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/4451406034191031 |
dc.contributor.advisor1.fl_str_mv |
Peres, Lúcia Maria Vaz |
dc.contributor.author.fl_str_mv |
Brandão, Cláudia Mariza Mattos |
contributor_str_mv |
Peres, Lúcia Maria Vaz |
dc.subject.por.fl_str_mv |
Educação Fotografia Imaginário Memória Formação |
topic |
Educação Fotografia Imaginário Memória Formação Education Photography Imaginary Memory Formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Photography Imaginary Memory Formation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is part of the Research Lines Written Culture, Languages and Learning, based on the studies undertaken by the Group for Studies and Research on Imaginary, Memory and Education (GEPIEM). This is a qualitative research with a socio-phenomenological methodology guided by the principles of convergence of Gilbert Durand. The investigation seeks to glimpse the mythical universe of representations of teaching, demonstrating the ability of photography to express symbols introjected, giving visibility to the imaginary founding of the subjects. It examines the multiple meanings that move this universe of representations (which are to Gilbert Durand presentification their archetypal inheritances), from photo-graphias produced by training and trained teachers, attendees of courses by the researcher in different cities of the state of Rio Grande do Sul, between 2007 and 2010. These images were obtained in response to the provocation "Being Teacher is..." taking as his motto the continuation of the sentence, through photographs. Thus, the photographic language, in this thesis, is characterized as an exercise of introspection activator of creative imagination, as Gaston Bachelard proposes. The inventory and the subsequent empirical analysis of capital allowed the identification of the recurrent symbolic core, determined by significant homologies (repetitions) of symbols expressed by photographic schemes. They were arranged in a chronic form of visual narrative and through the exercise of photo analysis - a methodology for convergence proved significant repetitions present in the universe of symbols of teaching, expressed from different people and places. By weighting on the correspondence between the archetypal imagery speeches that make up the interstices of the research you can access other ways to say and say. In general, this mode of expression allows bringing symbolic "answers", like those in this thesis led to Prometheus, Hermes and Narcissus myths as directors of the universe of representations of teaching. Therefore, this work is revealing the photo of the imaginary presentification referring to the symbolic universe is interwoven Teacher. The research contributes to the construction of these different perspectives and knowledge on the subject, aiming to promote the recognition of substrates of social attitudes, reflected in attitudes and behaviors, with the instance of the symbolic and archaic revealing roots that bind us to the path of anthropological being. |
publishDate |
2012 |
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2012-05-14 |
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2014-08-20T13:48:05Z |
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2014-01-16 2014-08-20T13:48:05Z |
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BRANDÃO, Cláudia Mariza Mattos. Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor. 2012. 154 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2012. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/123456789/1678 |
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BRANDÃO, Cláudia Mariza Mattos. Entre photos, graphias, imaginários e memórias: a (re) invenção do ser professor. 2012. 154 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Faculdade de Educação, Universidade Federal de Pelotas, Pelotas, 2012. |
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