Uma docência com infâncias atravessada pelos diários visuais e/ou textuais e pelas questões de corpo e gênero

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: Michelon, Stefhani Dalla Nora
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Educação
Centro de Educação
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/31275
Resumo: This master's thesis presents challenges and doubts to be problematized based on the philosophies of difference, elements which have motivated this researcher to consider a teaching practice influenced by visual and/or textual diaries and issues of body and gender, specifically concerning the production of educational practices with children. The research was driven by the following question: What can a teaching practice with children, influenced by the concepts of body and gender and challenged by the production of visual and/or textual diaries, achieve? From this issue, it proposes the implementation of experiments, such as storytelling, drawing, enactments, and compositions with recyclable and non-structured materials, with a preschool class at the Municipal School of Elementary Education Lívia Menna Barreto in Santa Maria (Rio Grande do Sul State, southern Brazil). Biographematics, combined with visual and/or textual diaries, was employed as a methodological path to follow the procedures, connecting with references including Guacira Lopes Louro (2021), Vivien Kelling Cardonetti and Marilda Oliveira de Oliveira (2019), Vivien Kelling Cardonetti, Francieli Regina Garlet and Marilda Oliveira de Oliveira (2021), Gilles Deleuze and Félix Guattari (1997), Gilles Deleuze (2003), Gilles Deleuze and Claire Parnet (1988-1989), César Donizetti Pereira Leite (2011), Roland Barthes (1984, 2003, 2004, 2005), and Sandra Mara Corazza (2015). Among the learnings from this dissertation are multiple possibilities rather than offering a single conclusion on the subject. The research raised questions about how these concepts affected (and continue to affect) this teacher-researcher and also emphasizes the need, as a woman and teacher, for the continuous deconstruction of representations, actively addressing each situation that arises and is experienced in the educational context, recognizing the forces that prevail in school relationships for body and gender issues to be incorporated or not into educational environments, and finally outlining how pedagogical practices can be experimented with, seeking to embrace and present these issues to the children.