Memórias de Tatuoca - uma história de mulheres

• Autor(a) principal: SILVA, Jaqueline Soares da
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9029
• topic: Processo educativo; Comunidade pesqueira; Memória coletiva; Mulher; Educação decolonial; CIENCIAS HUMANAS::EDUCACAO

The research entitled Memories of Tatuoca – A History of Women has for object to investigates the impacts of the deterritorialization process of the inhabitants of Ilha de Tatuoca, from the perspective of women, in the daily life and in the ways of life of the community in the current Vila Nova de Tatuoca, considering the past. lived on the Island and the social changes caused by resettlement in an urban context. This forced removal was caused by the expansion works of the Suape Port Industrial Complex, in Ipojuca, in 2014. By listening to the memories of the former residents of the Island and listening to the women of the younger generations, we seek to identify how the knowledge built the ways of the lives of many generations lived in the fishing community persisted in the new territory. Methodologically, memory, in the perspectives offered by Bosi (2003), Nora (1984), Halbwachs (2013), allows us to investigate the plots that intertwine generations, places and communities. Thus, through narrative interviews, we seek to bring to light the experiences lived by women and communicated to new generations, despite the silencing and invisibility that permeate gender relations in our society (SCOTT, 1990, 1998; PERROT, 2006). We conducted individual and collective interviews with young and elderly women considered leaders of the main families in the area to prepare an explanatory framework of the families' adaptation strategies, showing the permanence, resistance, adaptations and creation of new ways of life. It is from this perspective that we can think about the relationship between memory, culture and education, bringing elements of Catherine Walsh's decolonial education, for the construction of an intercultural and anti-racist understanding of the other, understanding them as decolonizing pedagogies (WALSH, 2013). ) the everyday situations in which the (re)construction of knowledge necessary for the challenges of each respective time and social space is carried out, in the relationships between women of older and younger generations.