Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6943 |
Resumo: | This thesis is structured around an investigation focused on the training of teachers for the teaching of African and Afro-Brazilian Literature in the Portuguese language. The research seeks to construct pathways that inspire and encourage teachers and future educators to work in a more coherent and engaged manner with African and Afro-Brazilian Literatures in the classroom, considering connections with art in general, culture, history, and the use of technologies available in cyberspace (Lévy, 1993, 1999, 2001). We anchor ourselves in the rhizome theory of Deleuze and Guattari (1988, 1997a, 2010, etc.) as a philosophical foundation and a methodological approach based on the cartographic proposal of Kastrup (2009), Barros (2009), and Passos (2009).The relevance of this approach lies in the need to combat stereotypes, prejudices, and historical gaps and to promote positions for a plural, inclusive, and representative education. The main objective of the research is to propose an innovative pedagogical approach that prompts teachers to work with African and Afro-Brazilian Literature in a critical and reflective manner. It also aims to stimulate the intersection between the literatures addressed and artistic, cultural, and historical expressions, allowing students to understand such connections present in the works. Additionally, the research seeks to highlight the potential of cyberspace technologies as tools to enrich the teaching and learning of these literatures. To achieve this, the research adopts the cartographic proposal as a path, inspired by the idea of mapping and exploring open and constantly changing territories. This approach allows for a flexible and sensitive investigation, where we could follow different paths and connect multiple perspectives. Because cartographic experimentation is used to build a practical and experiential approach, we understand that it motivates teachers to co-create more dynamic and creative pedagogical practices.The rhizomatic philosophical approach rejects hierarchical and linear structures, instead seeking to explore open, horizontal, and multiple connections. By applying rhizomatic knowledge to teacher training, the research emphasizes the importance of valuing non hegemonic knowledge and promoting interaction between different perspectives and knowledge. Exactly for this reason, the perspective of this research consists of a decolonial and resistant gaze. Therefore, our experimentation materialized through the articulation of intervention proposals for classroom practices in Brazilian basic education, especially focused on high school. Our concern was to potentiate encouraging, open, connectable, and usable activities for the teachers and future educators we aim to reach. |
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Molin, Beatriz Helena DalThomé, Zeina Correa RebouçasCerquinho, Luiz CarlosAlves, Lourdes KaminskiFachin, Paulo CesarCruz, Antonio Donizetehttp://lattes.cnpq.br/7502109549427858Casagrande, Suzana Ceccato2023-12-13T14:19:12Z2023-11-09Casagrande, Suzana Ceccato. Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira. 2023. 249 f Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel.https://tede.unioeste.br/handle/tede/6943This thesis is structured around an investigation focused on the training of teachers for the teaching of African and Afro-Brazilian Literature in the Portuguese language. The research seeks to construct pathways that inspire and encourage teachers and future educators to work in a more coherent and engaged manner with African and Afro-Brazilian Literatures in the classroom, considering connections with art in general, culture, history, and the use of technologies available in cyberspace (Lévy, 1993, 1999, 2001). We anchor ourselves in the rhizome theory of Deleuze and Guattari (1988, 1997a, 2010, etc.) as a philosophical foundation and a methodological approach based on the cartographic proposal of Kastrup (2009), Barros (2009), and Passos (2009).The relevance of this approach lies in the need to combat stereotypes, prejudices, and historical gaps and to promote positions for a plural, inclusive, and representative education. The main objective of the research is to propose an innovative pedagogical approach that prompts teachers to work with African and Afro-Brazilian Literature in a critical and reflective manner. It also aims to stimulate the intersection between the literatures addressed and artistic, cultural, and historical expressions, allowing students to understand such connections present in the works. Additionally, the research seeks to highlight the potential of cyberspace technologies as tools to enrich the teaching and learning of these literatures. To achieve this, the research adopts the cartographic proposal as a path, inspired by the idea of mapping and exploring open and constantly changing territories. This approach allows for a flexible and sensitive investigation, where we could follow different paths and connect multiple perspectives. Because cartographic experimentation is used to build a practical and experiential approach, we understand that it motivates teachers to co-create more dynamic and creative pedagogical practices.The rhizomatic philosophical approach rejects hierarchical and linear structures, instead seeking to explore open, horizontal, and multiple connections. By applying rhizomatic knowledge to teacher training, the research emphasizes the importance of valuing non hegemonic knowledge and promoting interaction between different perspectives and knowledge. Exactly for this reason, the perspective of this research consists of a decolonial and resistant gaze. Therefore, our experimentation materialized through the articulation of intervention proposals for classroom practices in Brazilian basic education, especially focused on high school. Our concern was to potentiate encouraging, open, connectable, and usable activities for the teachers and future educators we aim to reach.Esta tese estrutura-se na investigação voltada para a formação de professores para o ensino da Literatura Africana e Afro-Brasileira em Língua Portuguesa. A pesquisa busca construir Pistas que inspirem e encorajem professores e futuros professores a trabalharem de forma mais coerente e engajada com as Literaturas Africana e Afro Brasileira em sala de aula, considerando conexões com a arte em geral, a cultura, a história e o uso das tecnologias disponíveis no ciberespaço (Lévy, 1993, 1999, 2001). Ancoramo nos, para tanto, na teoria do rizoma, de Deleuze e Guattari (1988, 1997a, 2010 etc.), como aporte filosófico e uma abordagem metodológica baseada na proposta cartográfica de Kastrup (2009), Barros (2009) e Passos (2009). A relevância dessa abordagem reside na necessidade de combater estereótipos, preconceitos e lacunas históricas, e de promover posicionamentos para uma educação plural, inclusiva e representativa. O principal objetivo da pesquisa é propor uma abordagem pedagógica inovadora que provoque professores a trabalharem com a Literatura Africana e Afro-Brasileira de forma crítica e reflexiva. Pretende se também estimular a interseção entre as literaturas abordadas e as expressões artísticas, culturais e históricas, permitindo que os estudantes compreendam tais conexões presentes nas obras. Além disso, a pesquisa visa destacar o potencial das tecnologias do ciberespaço como dispositivos para enriquecer o ensino e a aprendizagem dessas literaturas. Para tanto, a pesquisa adota a proposta cartográfica como uma via, por sua inspiração na ideia de mapeamento e exploração de territórios abertos e em constante transformação. Esse enfoque permite uma investigação flexível e sensível, em que pudemos acompanhar diferentes caminhos e conectar múltiplas perspectivas. Pelo fato de a experimentação cartográfica ser utilizada para construir uma abordagem prática e vivencial, entendemos que ela motiva professores para cocriação de práticas pedagógicas mais dinâmicas e criativas. A abordagem filosófica rizomática rejeita estruturas hierárquicas e lineares, buscando, em vez disso, explorar conexões abertas, horizontais e múltiplas. Ao aplicar à formação de professores o conhecimento enquanto rizoma, a pesquisa enfatiza a importância de valorizar saberes não hegemônicos e promover a interação entre diferentes perspectivas e conhecimentos. Exatamente por isso, a perspectiva desta pesquisa compõe-se de um olhar decolonial e de resistência. Para tanto, nossa experimentação materializou-se por meio da articulação de propostas de intervenção para práticas em sala de aula na educação básica brasileira, especialmente voltadas ao Ensino Médio. Nossa preocupação foi a de potencializar atividades encorajadoras, abertas, conectáveis e passíveis de serem aproveitadas pelos professores e futuros professores que visamos alcançar.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2023-12-13T14:19:12Z No. of bitstreams: 1 Suzana Ceccato Casagrande.pdf: 20451652 bytes, checksum: 103adda2d7eb008e12936f8989cd9a3b (MD5)Made available in DSpace on 2023-12-13T14:19:12Z (GMT). No. of bitstreams: 1 Suzana Ceccato Casagrande.pdf: 20451652 bytes, checksum: 103adda2d7eb008e12936f8989cd9a3b (MD5) Previous issue date: 2023-11-09application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em LetrasUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessRizomaCartografiaLiteratura Africana e Afro-BrasileiraRhyzomeCartographyAfrican and Afro-Brazilian LiteratureLINGUAGEM E SOCIEDADETransdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileiraTransdisciplinarity, multiplicity, and becoming: a proposal of pedagogical experimentation for teaching african and afro-brazilian literaturesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis84473450707363215696006006678066452762177366reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALSuzana Ceccato Casagrande.pdfSuzana Ceccato Casagrande.pdfapplication/pdf20451652http://tede.unioeste.br:8080/tede/bitstream/tede/6943/2/Suzana+Ceccato+Casagrande.pdf103adda2d7eb008e12936f8989cd9a3bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/6943/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/69432024-01-08 09:29:34.186oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2024-01-08T12:29:34Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
dc.title.alternative.eng.fl_str_mv |
Transdisciplinarity, multiplicity, and becoming: a proposal of pedagogical experimentation for teaching african and afro-brazilian literatures |
title |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
spellingShingle |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira Casagrande, Suzana Ceccato Rizoma Cartografia Literatura Africana e Afro-Brasileira Rhyzome Cartography African and Afro-Brazilian Literature LINGUAGEM E SOCIEDADE |
title_short |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
title_full |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
title_fullStr |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
title_full_unstemmed |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
title_sort |
Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira |
author |
Casagrande, Suzana Ceccato |
author_facet |
Casagrande, Suzana Ceccato |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Molin, Beatriz Helena Dal |
dc.contributor.referee1.fl_str_mv |
Thomé, Zeina Correa Rebouças |
dc.contributor.referee2.fl_str_mv |
Cerquinho, Luiz Carlos |
dc.contributor.referee3.fl_str_mv |
Alves, Lourdes Kaminski |
dc.contributor.referee4.fl_str_mv |
Fachin, Paulo Cesar |
dc.contributor.referee5.fl_str_mv |
Cruz, Antonio Donizete |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7502109549427858 |
dc.contributor.author.fl_str_mv |
Casagrande, Suzana Ceccato |
contributor_str_mv |
Molin, Beatriz Helena Dal Thomé, Zeina Correa Rebouças Cerquinho, Luiz Carlos Alves, Lourdes Kaminski Fachin, Paulo Cesar Cruz, Antonio Donizete |
dc.subject.por.fl_str_mv |
Rizoma Cartografia Literatura Africana e Afro-Brasileira |
topic |
Rizoma Cartografia Literatura Africana e Afro-Brasileira Rhyzome Cartography African and Afro-Brazilian Literature LINGUAGEM E SOCIEDADE |
dc.subject.eng.fl_str_mv |
Rhyzome Cartography African and Afro-Brazilian Literature |
dc.subject.cnpq.fl_str_mv |
LINGUAGEM E SOCIEDADE |
description |
This thesis is structured around an investigation focused on the training of teachers for the teaching of African and Afro-Brazilian Literature in the Portuguese language. The research seeks to construct pathways that inspire and encourage teachers and future educators to work in a more coherent and engaged manner with African and Afro-Brazilian Literatures in the classroom, considering connections with art in general, culture, history, and the use of technologies available in cyberspace (Lévy, 1993, 1999, 2001). We anchor ourselves in the rhizome theory of Deleuze and Guattari (1988, 1997a, 2010, etc.) as a philosophical foundation and a methodological approach based on the cartographic proposal of Kastrup (2009), Barros (2009), and Passos (2009).The relevance of this approach lies in the need to combat stereotypes, prejudices, and historical gaps and to promote positions for a plural, inclusive, and representative education. The main objective of the research is to propose an innovative pedagogical approach that prompts teachers to work with African and Afro-Brazilian Literature in a critical and reflective manner. It also aims to stimulate the intersection between the literatures addressed and artistic, cultural, and historical expressions, allowing students to understand such connections present in the works. Additionally, the research seeks to highlight the potential of cyberspace technologies as tools to enrich the teaching and learning of these literatures. To achieve this, the research adopts the cartographic proposal as a path, inspired by the idea of mapping and exploring open and constantly changing territories. This approach allows for a flexible and sensitive investigation, where we could follow different paths and connect multiple perspectives. Because cartographic experimentation is used to build a practical and experiential approach, we understand that it motivates teachers to co-create more dynamic and creative pedagogical practices.The rhizomatic philosophical approach rejects hierarchical and linear structures, instead seeking to explore open, horizontal, and multiple connections. By applying rhizomatic knowledge to teacher training, the research emphasizes the importance of valuing non hegemonic knowledge and promoting interaction between different perspectives and knowledge. Exactly for this reason, the perspective of this research consists of a decolonial and resistant gaze. Therefore, our experimentation materialized through the articulation of intervention proposals for classroom practices in Brazilian basic education, especially focused on high school. Our concern was to potentiate encouraging, open, connectable, and usable activities for the teachers and future educators we aim to reach. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-12-13T14:19:12Z |
dc.date.issued.fl_str_mv |
2023-11-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Casagrande, Suzana Ceccato. Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira. 2023. 249 f Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6943 |
identifier_str_mv |
Casagrande, Suzana Ceccato. Transdisciplinaridade, multiplicidade e devir: uma proposta de experimentação pedagógica para o ensino das literaturas africana e afro-brasileira. 2023. 249 f Tese( Doutorado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel. |
url |
https://tede.unioeste.br/handle/tede/6943 |
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UNIOESTE |
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