“A gente combinamos de escre(viver)”: pesquisando gênero com estudantes numa escola pública do Grande Bom Jardim

• Ano de defesa: 2024
• Autor(a) principal: Soares, Mayara Ruth Nishiyama
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Escrevivência; Gênero; Escola pública; Arte; Pesquisa-intervenção; Writing-living; Gender; Public school; Art; Research-intervention; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.ufc.br/handle/riufc/76814

This research investigates the articulation between school territories, gender and writing-living through a research-intervention in a public school located in the Grande Bom Jardim (GBJ) region. Writhing-living is a concept created by the writer Conceição Evaristo, and is committed to anti-racist and decolonial engagement that primarily denounces the female and Afro-diasporic condition. It emerges as a possibility of writing that is implicated in the modes of subjectivation of those who write them. The question that moved us was: How does writing-living invent a researchwith on gender in a public high school located in the Greater Bom Jardim region of Fortaleza/CE? Our general objective was to analyze writing-living as a device for researchCOM on gender in a public high school located in the Grande Bom Jardim region of Fortaleza, Ceará. As a result of this, the specific objectives of the dissertation were: 1) To discuss the relationship between writing-living and decolonization in terms of the research policies involved; 2) To analyse the effects of using writing-living as an operator in the field of research-intervention carried out with young secondary school students; 3) Mapping the use of writing-living as an elaboration of the gender experiences (re)produced in the daily life of the school where the research was carried out. This research is based on an articulation of post-structuralism with counter-colonial studies, allied to black feminism and with the support of theorists who discuss school, gender, writing, youth and art. The methodological construction of this research is based on the ethical-theoretical-methodological foundations of Intervention Research (PI) and Search With, both of which are important for this investigation, which is implicated in the decolonization of research processes. To this end, the alliance with the High School Scientific Initiation Program (PIBIC-EM) was used, which made it possible to radicalize with. The location was a public high school in Grande Bom Jardim. The following methodological devices were used here, related to field experiences: 1) Writing-living-diaries, carried out by the team of researchers; 2) Artistic workshops: CURA(DOR)IA em foco, the result of the artistic productions arising from this culminating day of the research. The analysis plan was made up of these methodological strategies that produced images, writings, texts, poems and other artistic material. The method used to analyze the data is based on the use of cartography operated under an intersectional bias. The writing-living provided a possible way for young people to tell their stories, stories that were a counterpoint to colonialism. Writing-living as a contaminated writing tool tells of a marginalized experience, in the case of this research, writing with black youth, dissidents of gender and sexuality about their experiences in a school on the outskirts of Fortaleza means denouncing the violent plots of extermination of our bodies, structured by a necropolitical logic of the precariousness of life. In addition to its denunciatory potential, the writing-living is transmuted into a potential for resistance and political vindication, since it opposes these policies of silencing, making life unviable and vulnerable inside and outside the school context.