Pedagogia da memória como experiência formativa nas narrativas autobiográficas de Cecília Meireles e Walter Benjamin

• Ano de defesa: 2022
• Autor(a) principal: Tavernard, Ivone Oliveira
• Orientador(a): Gomes, Luiz Roberto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Cecília Meireles; Walter Benjamin; Fundamentos da Pedagogia da memória; Experiência formativa; Teoria Crítica da Sociedade
• Palavras-chave em Inglês: Fundamentals of Memory Pedagogy; Formative Experience; Critical Theory of Society
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::FILOSOFIA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/16914

In this Doctoral research, the Fundamentals of the Pedagogy of Memory as a formative experience is inaugurated, from the narrative dialogues present in the autobiographical Olhinhos de gato (1938) by Cecília Meireles and Infância em Berlim por volta de 1900 (1932 a 1938) by Walter Benjamin. The objective was to analyze to what extent the autobiographical narratives of these authors provide theoretical-critical and formative subsidies to establish the Foundations of the Pedagogy of Memory, with a view to enhancing formative experiences since early childhood education. The research is defined as follows: what contribution would the process of remembering childhood experiences, in the memorialist formulations of these narrators, bring to constitute the Foundations of Memory Pedagogy as a formative experience on Brazilian soil, in a historical-ideological context marked by the politics of erasure and oblivion? The analysis of the narrative writings delimits itself in the categories memory and formative experience, essential concepts to the processes of remembering, elaboration and revelation of childhood; These include the concept of Pedagogy of Memory, with the aim of forging a new formative category for education. The research was anchored in the bibliographic methodology, based on the literature review (primary and secondary) by the authors Meireles and Benjamin, with emphasis on the educational-philosophical approaches of the Critical Theory of Society. It is concluded that the research inaugurated the Foundations of the Pedagogy of Memory as a formative experience, presenting remembrance, remembering experiences as a formative element. Such a theoretical-critical and formative framework is, without a doubt, urgent, given the educational gaps and public policies of death and memory loss.