Imagens e memórias: narrativas vivas em (com)textos educativos

• Ano de defesa: 2017
• Autor(a) principal: Vago-Soares, Maria Angélica
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Imagens e memórias; Ensino da arte; Colaboração-parceria; Narrativas vivas; Arte - Estudo e ensino; Parcerias - Educação; Memória - Educação; Narrativas pessoais - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8527

The main issues of discussion in the research reported in this doctoral thesis are the images and memories in the educational (con)texts which are interchanged in intergerational meetings. The objective was to describe children‘s/ adolescents‘ process of producing narratives from images and memories of the city, the neighborhood and the school. For this purpose, at the Municipal Elementary School Sonia Regina Gomes Rezende Franco, located in Serra Dourada I, municipality of Serra-ES, children/ adolescents of the 6th/ 7th grades were involved in a Project of arts teaching that took place in the classes of Arts and History throughout the school years of 2015 and 2016. During this period, the students were given the opportunity to appreciate video recordings and photographs with images of Serra-ES and visiting trips to the city‘s cultural spaces, always defined through the negotiation with the collaborators of the research, with qualitative approach and inspired by ethnography. These activities were followed by moments organized in the format of conversation circles, in various dimensions, where the production of narratives took place, composed by the relations of exchanging and sharing of images and memories between the children/ adolescents themselves, as well as with adults, configuring, therefore, intergerational meetings. The data registration took place though photographs, some were produced by the researcher and collaborators, others belonging to the collection of the school and of a teacher, along with video recordings, field diaries, held by the researcher and by the children/ adolescent narrators. In oral, written and imagetic formats, the narratives were analyzed through categories that emerge from Benjamin‘s thoughts (2012, 2013a), spanning matrixes of time and space, images and memories and interchange. The dialogue with studies related to Arts teaching (BARBOSA, 2002, 2010; FERRAZ; FUSARI, 2009; IAVELBERG, 2003; SCHÜTZ-FOERSTE, 2004), images and memories (CIAVATTA, 2009; HALBAWACHS, 2003; BOSI, 1994), collaboration (FOERSTE, 2005; BRANDÃO, 1984, 2003, 2007) and intergerational meetings (MANNHEIN, 1952) also helped to shed a light on the data. The analysis process highlights the emergency of the work based on what we are referring to as collaboration-partnership, which, centered on the narratives and symbolic exchanges between subjects, emerges as a possibility to cultivate images and traditional memories through live narratives.