Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15856 |
Resumo: | The track of this work provokes one of the possible meetings with the Brazilian Secondary Occupations. Following the voices of women leaders, it seeks to trace the attention and learning qualities of the Occupation state in bodies and in the environment. It aims to analyze, through participant observation and interviews, the school space as a catalyst for the crisis, in dispute for the ways of living, knowing, producing itself and the world, in which crossbreeding between anthropology, education, production of subjectivity and cognitive policies. The analysis of the pedagogical and cultural dynamics of the political and social movement developed in the work from three figures proposed by Tim Ingold: the trails, the tracks and the meetings. In traces, the vestiges of the new possibilities to exist apprentice, tutor and school that come together as new ways of being girl. In the lines of life, the pulse of the territories that are formed in the cross between the movements of women's rights, childhood and youth and the struggle for public education, in dispute in the crisis between the modes of self-government and others. In the meetings, we elaborate via body the collective event of the crisis and the conceptual reverberations that are given by the abandonment of the identity statute and by the production of the common, the difference and autonomy in the reorganization of the social and scholastic life. As a result of the analysis, a specific form of learning arises that goes back to the Latin American indigenous movements, related to the immersion time that characterized the occupation and to the state of constant attention and with a varied focus, listening to otherness through articulation spaces politics of the knowledge and abilities of caring for oneself, others and space. Moreover, the senses provoked in the occupying experience of the school as a political space prologue until the appropriation of political figures in the production of subjectivity among adolescents in the reintegrated school. I close thematizing the feminist movement as a historical and social condition for the strengthening of women's leadership and for the development of "problematization" and "deconstruction" skills, which make the debate about the production and representation of female subjects and another possible school coincide. |
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2019-03-11T13:16:03Z2019-03-11T13:16:03Z2018-06-15http://repositorio.ufsm.br/handle/1/15856The track of this work provokes one of the possible meetings with the Brazilian Secondary Occupations. Following the voices of women leaders, it seeks to trace the attention and learning qualities of the Occupation state in bodies and in the environment. It aims to analyze, through participant observation and interviews, the school space as a catalyst for the crisis, in dispute for the ways of living, knowing, producing itself and the world, in which crossbreeding between anthropology, education, production of subjectivity and cognitive policies. The analysis of the pedagogical and cultural dynamics of the political and social movement developed in the work from three figures proposed by Tim Ingold: the trails, the tracks and the meetings. In traces, the vestiges of the new possibilities to exist apprentice, tutor and school that come together as new ways of being girl. In the lines of life, the pulse of the territories that are formed in the cross between the movements of women's rights, childhood and youth and the struggle for public education, in dispute in the crisis between the modes of self-government and others. In the meetings, we elaborate via body the collective event of the crisis and the conceptual reverberations that are given by the abandonment of the identity statute and by the production of the common, the difference and autonomy in the reorganization of the social and scholastic life. As a result of the analysis, a specific form of learning arises that goes back to the Latin American indigenous movements, related to the immersion time that characterized the occupation and to the state of constant attention and with a varied focus, listening to otherness through articulation spaces politics of the knowledge and abilities of caring for oneself, others and space. Moreover, the senses provoked in the occupying experience of the school as a political space prologue until the appropriation of political figures in the production of subjectivity among adolescents in the reintegrated school. I close thematizing the feminist movement as a historical and social condition for the strengthening of women's leadership and for the development of "problematization" and "deconstruction" skills, which make the debate about the production and representation of female subjects and another possible school coincide.A trilha deste trabalho provoca um dos encontros possíveis com as Ocupações Secundaristas brasileiras. Seguindo as vozes das lideranças femininas, busca rastrear as qualidades de atenção e aprendizagem operadas pelo estado de Ocupação nos corpos e no ambiente. Empenha-se em analisar, através de observação participante e entrevistas, o espaço escolar como arena catalisadora da crise, em disputa pelos modos de viver, saber, produzir a si e ao mundo, em que brotam cruzamentos entre Antropologia, Educação, produção de subjetividade e políticas cognitivas. A análise das dinâmicas pedagógicas e culturais do movimento político e social se desenvolveu no trabalho a partir de três figuras propostas por Tim Ingold: os rastros, as trilhas e os encontros. Nos rastros, os vestígios das novas possibilidades de existir aprendiz, tutor e escola que coemergem como novos modos de ser menina. Nas trilhas de vida, o pulsar dos territórios que se formam no cruzamento entre os movimentos de direitos das mulheres, infância e juventude e a luta pela educação pública, em disputa na crise entre os modos de governo de si e dos outros. Nos encontros, elaboramos via corpo o acontecimento coletivo da crise e as reverberações conceituais que se dão pelo abandono do estatuto identitário e pela produção do comum, da diferença e da autonomia na reorganização da vida social e escolar. Como desfecho da análise, surge uma forma de aprendizagem específica, que remonta aos movimentos indígenas latino-americanos, relacionada ao tempo de imersão que caracterizou a ocupação e ao estado de atenção constante e com foco variado, escuta da alteridade, através de espaços de articulação política dos saberes e habilidades de cuidado de si, dos outros e do espaço. Além disso, os sentidos provocados na vivência ocupante, da escola enquanto espaço político, se prologam até a apropriação de figuras políticas na produção de subjetividade entre os adolescentes, na escola reintegrada. Encerro tematizando o movimento feminista como condição histórica e social para o fortalecimento das lideranças femininas e para o desenvolvimento de habilidades de “problematização” e “desconstrução”, que fazem coemergir o debate sobre a produção e representação de sujeitos femininos e outra escola possível.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Sociais e HumanasPrograma de Pós-Graduação em Ciências SociaisUFSMBrasilSociologiaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessOcupações secundaristasAntropologiaEducação aprendizagemProdução de subjetividadeSecondary occupationsAnthropologyEducationLearningProduction of subjectivityCNPQ::CIENCIAS HUMANAS::SOCIOLOGIAOcupo, logo existo: ocupações secundaristas e o tecer de outra educação possívelOccupy, therefore i am: secondary occupations and to weave other educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBrum, Ceres Karamhttp://lattes.cnpq.br/4090748487764411Ferreira, Liliana Soareshttp://lattes.cnpq.br/4007512293061299Pinheiro-Machado, Rosanahttp://lattes.cnpq.br/8728550716599602http://lattes.cnpq.br/9042147108566256Barbosa, Fernanda Ströher7002000000096003e0d2dfd-cae1-4b81-bd57-67f66753c22957a3772e-1b0f-4c19-a4a9-4434131834cf5267ba4c-1447-4302-b4c5-6d57da738f6faf2c4718-d441-4807-8a7b-b8befd71bb04reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGCS_2018_BARBOSA_FERNANDA.pdfDIS_PPGCS_2018_BARBOSA_FERNANDA.pdfDissertação de Mestradoapplication/pdf1938698http://repositorio.ufsm.br/bitstream/1/15856/1/DIS_PPGCS_2018_BARBOSA_FERNANDA.pdf69cf3dd2db1bcf56d2704eb449acb28aMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
dc.title.alternative.eng.fl_str_mv |
Occupy, therefore i am: secondary occupations and to weave other education |
title |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
spellingShingle |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível Barbosa, Fernanda Ströher Ocupações secundaristas Antropologia Educação aprendizagem Produção de subjetividade Secondary occupations Anthropology Education Learning Production of subjectivity CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
title_short |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
title_full |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
title_fullStr |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
title_full_unstemmed |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
title_sort |
Ocupo, logo existo: ocupações secundaristas e o tecer de outra educação possível |
author |
Barbosa, Fernanda Ströher |
author_facet |
Barbosa, Fernanda Ströher |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Brum, Ceres Karam |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4090748487764411 |
dc.contributor.referee1.fl_str_mv |
Ferreira, Liliana Soares |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4007512293061299 |
dc.contributor.referee2.fl_str_mv |
Pinheiro-Machado, Rosana |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8728550716599602 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9042147108566256 |
dc.contributor.author.fl_str_mv |
Barbosa, Fernanda Ströher |
contributor_str_mv |
Brum, Ceres Karam Ferreira, Liliana Soares Pinheiro-Machado, Rosana |
dc.subject.por.fl_str_mv |
Ocupações secundaristas Antropologia Educação aprendizagem Produção de subjetividade |
topic |
Ocupações secundaristas Antropologia Educação aprendizagem Produção de subjetividade Secondary occupations Anthropology Education Learning Production of subjectivity CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
dc.subject.eng.fl_str_mv |
Secondary occupations Anthropology Education Learning Production of subjectivity |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA |
description |
The track of this work provokes one of the possible meetings with the Brazilian Secondary Occupations. Following the voices of women leaders, it seeks to trace the attention and learning qualities of the Occupation state in bodies and in the environment. It aims to analyze, through participant observation and interviews, the school space as a catalyst for the crisis, in dispute for the ways of living, knowing, producing itself and the world, in which crossbreeding between anthropology, education, production of subjectivity and cognitive policies. The analysis of the pedagogical and cultural dynamics of the political and social movement developed in the work from three figures proposed by Tim Ingold: the trails, the tracks and the meetings. In traces, the vestiges of the new possibilities to exist apprentice, tutor and school that come together as new ways of being girl. In the lines of life, the pulse of the territories that are formed in the cross between the movements of women's rights, childhood and youth and the struggle for public education, in dispute in the crisis between the modes of self-government and others. In the meetings, we elaborate via body the collective event of the crisis and the conceptual reverberations that are given by the abandonment of the identity statute and by the production of the common, the difference and autonomy in the reorganization of the social and scholastic life. As a result of the analysis, a specific form of learning arises that goes back to the Latin American indigenous movements, related to the immersion time that characterized the occupation and to the state of constant attention and with a varied focus, listening to otherness through articulation spaces politics of the knowledge and abilities of caring for oneself, others and space. Moreover, the senses provoked in the occupying experience of the school as a political space prologue until the appropriation of political figures in the production of subjectivity among adolescents in the reintegrated school. I close thematizing the feminist movement as a historical and social condition for the strengthening of women's leadership and for the development of "problematization" and "deconstruction" skills, which make the debate about the production and representation of female subjects and another possible school coincide. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-06-15 |
dc.date.accessioned.fl_str_mv |
2019-03-11T13:16:03Z |
dc.date.available.fl_str_mv |
2019-03-11T13:16:03Z |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/15856 |
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http://repositorio.ufsm.br/handle/1/15856 |
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por |
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por |
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700200000009 |
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600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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Programa de Pós-Graduação em Ciências Sociais |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Sociologia |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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