Memórias imagéticas : revisitando as narrativas infantis em contexto escolar de ensino fundamental
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Data
2014-12-04
Autores
Camargo, Fernanda Monteiro Barreto
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Editor
Universidade Federal do Espírito Santo
Resumo
This thesis, entitled MEMORIES imagery: FACING THE NARRATIVE FOR
CHILDREN IN SCHOOL CONTEXT OF ELEMENTARY EDUCATION, has the theme
generator redefinition of childhood imagery and memories in the teaching-learning
relationships mediated by Art. We look into how the imagery memories are present in
the pedagogical practices for early grades of elementary school showing peculiar
narratives of children? Investigates, in a class of 27 children of the 4th year of the
initial grades of elementary school, cultured imagery memories and silenced in
schools. From a return methodology researched the field, the question is the
silencing of creative expression and the voices of children. Investigates, in
pedagogical mediations of everyday school life, as the child grows, hidden and / or
express their individual and collective memories. Aimed to analyze the relationships
made possible by the art education in the early grades of elementary school classes
from a collaborative teaching between Regents Professor and Art teacher and both
recovered memories imagery evidenced in intervention performed in the class in
2010, discussed these narratives in school environments and analyzed the
relationship between teaching practice and the Art of mediation in the formation of
subjects starting from Art teacher collaborative work with the classroom teacher. The
concept of image memory acquires an important methodological role this research,
scaled mainly by Damasio (1996) and Halbwachs (2006). Freire's perspective (1980,
1981, 1984, 1992, 1996, 2005, 2008, 2010.2011), there are analyzes of classroom
relations and the construction of knowledge by the subjects. We strive to establish
dialogue with Vygotsky (1988, 1991, 1993, 1998, 2001, 2009, 2010) and the
mediations between affection and knowledge. Benjamin (1984, 1985, 1991.1993,
1994, 2002, 2005, 2011) and the concepts of narrative and experience, Agamben
(2008), Vasconcellos (2005, 2007), Lopes (2005, 2007) and Sarmento (1997, 2000,
2003, 2007, 2008) on childhoods and their spaces in dialogue with collaborative
research reports. The research drew the consultation and examination of multiple
bibliographic sources, interviews, footage, documents and triangulated data to
analyze school practices and children's narratives in the development of concepts of
child, narrative and image memories. Thus, from the understanding of the value of
production of children, reflected on the basis of philosophical and methodological
construction of arts education in the early grades, indicating that the reference should
be on the needs of children who are mediated daily for information social, cultural,
moral, educational and psychological. Such mediations guide their knowledge
processes that are woven in the complex relationship between the cognitive and the
emotional / affective.
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Palavras-chave
Memories imagery , Experiences , Mediation , Childhoods , Affectivity , Memórias imagéticas , Experiências , Infâncias