Casa de pedra: saberes e narrativas

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Cássia
• Orientador(a): Guimarães, Lêda Maria de Barros
• Banca de defesa: Ferreira, Glauco Batista, Perotto, Lilian Ucker, Sant’Anna, Thiago Fernando, Biriba, Ricardo Barreto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Arte e Cultura Visual (FAV)
• Departamento: Faculdade de Artes Visuais - FAV (RG)
• País: Brasil
• Palavras-chave em Português: Narrativas; Saberes; Docência; Cotidiano escolar
• Palavras-chave em Inglês: Narratives; Knowledges; Teaching; Daily school life
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::ARTES
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/8901

This research had as objective the study of the relations between school knowledge and community knowledge investigating how the relationships between them construct teaching and cultural narratives that shape specificities of Education in the Field. The investigation took place in the rural community Casa de Pedra, located within the state of Bahia. In the field work, I immersed myself in the community as well as in the school observing and interacting with blessers, healers, popular party planners and artisans and with teachers and students in the school context. In addition to the observation, I proposed artistic activities in school, such as storytelling, drawing, collage, photography and shadow theater as activators of the multiple narrative-building voices. I begin by the theoretical reflexive movement around narratives, daily school life, curriculum, Griot Pedagogy and Education in the Field. I prioritized the narrative because I grounded my professional work in a teaching primarily inspired by the actions of storytelling. I wanted to think about the possible transits between the knowledge of a certain social group and the knowledge of the school inserted in that group. In the conclusion of this work I observed that these knowledges are part of the school contents and that the knowledge of the community enters the school territory organizing and at the same time subverting an official teaching schedule.