Culturas e educações : o Tangolomango como experiência

• Ano de defesa: 2009
• Autor(a) principal: Silva, Marisa Flávia da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Educação; Educação
• Palavras-chave em Português: Estudos do cotidiano; Educação popular; Diversidade cultural; Identidade; Rio de Janeiro (RJ); Cultural encounters and disencounters; Cultures and education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/17284

The Tangolomango Project derives from a research developed by me to favor the process of reading and writing absorption by children and teenagers of lower classes who were behind in grade for their age or who hadn t completed their alphabetizing process in the first three years of the First Basic Cycle of Study. The project tried to attend the toils of Progression Classes of two Municipal Schools located in Campo Grande, suburban area of Rio de Janeiro- in the CIEP Posseiro Mario Vaz between 2002 and 2005 and the school Professor Goncalves between 2005 and 2006, having as a educational proposal the promotion of a dialogue between the knowledge contained in art and popular cultures and the formal knowledge contemplated by the school syllabus. Among the polyphony of voices, I tried to assess the ambiguity of cultural encounters and disencounters, reflecting on issues related to the process of colonization and to the European-inspired unitarian thought, which are ideologically implied in the collective imaginary. The conscience that the subjugated countries are places where one can produce culture -but not knowledge- resonates, metaphorically speaking, in the microcosm of the school routine, where the other and the cultural differences of children coming from lower classes are many times seen as exotic, masquerading a group of exclusion practices e in relation to knowledges and speeches of cultures seen as not cult . To discuss the issues related to frontiers and cultural hybridization, I refer to studies and research by CHARTIER and HANNERZ, who tried to build their thoughts by breaking dichotomy traps that, in a way, naturalized the polarizations amongst cultures. In this way, the present work draws on studies on subjugated knowledges developed by MIGNOLO and on the considerations of BAKHTIN referring to the word as an arena. It also recovers the humanist ideals of a libertarian education defended by FREIRE and BRANDAO. The challenge of developing a project in the cultural and artistic path was mot a neutral strategy, but one which fostered humanistic values, impregnated with diversity, warmth and respect for the different knowledges that circulate in the school environment.