Location of Repository

O imagin??rio como m??stica do ensino em Sociologia: sobre a "aten????o imaginante" nas narrativas visuais de Bag??

By Lisandro Lucas de Lima MOURA

Abstract

Esta pesquisa de mestrado, desenvolvida na linha de pesquisa Cultura Escrita: linguagens e aprendizagem, do Programa de P??s-gradua????o em Educa????o (FAE/UFPel), trata da constru????o de novas experi??ncias educativas para o ensino da Sociologia, a partir do contato com alguns aspectos da tradi????o cultural do munic??pio de Bag?? (Rio Grande do Sul). Com base nos trabalhos desenvolvidos no interior do Grupo de Estudos e Pesquisas sobre Imagin??rio, Educa????o e Mem??ria (GEPIEM), tomo como referencial te??rico os estudos do campo do Imagin??rio, dentre eles a fenomenologia po??tica de Gaston Bachelard, a ci??ncia do homem e da tradi????o de Gilbert Durand e a Sociologia do Cotidiano de Michel Maffesoli. A problem??tica desta investiga????o ?? identificar de que modo o ensino da Sociologia pode contribuir para o processo de reencantamento do mundo e da educa????o. Para isso, utilizo-me de pr??ticas de (auto)forma????o em experi??ncias imersivas, pr??ximas de uma m??stica do ensino, que contemplem a aten????o imaginante (Gaston Bachelard) na produ????o de narrativas visuais (fotografias) de Bag??. O trabalho se desenvolve em tr??s etapas metodol??gicas: do estranhamento, do entranhamento e da converg??ncia. Na primeira etapa, medito sobre as imagens de experi??ncias pessoais que me levaram ao tema desta pesquisa. ?? o momento em que exponho as representa????es simb??licas e imagin??rias que fomentam minha atividade como professor-pesquisador e como habitante da cidade de Bag??. Na segunda parte, apresento a constru????o de um projeto de forma????o voltado para os estudantes do IFSul Campus Bag??, chamado Narradores de Bag??. Nesse momento, os estudantes s??o estimulados a adentrarem o cotidiano do munic??pio a partir de temas e espa??os da cultura popular e ancestral das comunidades tradicionais. A comunidade escolhida para aprecia????o das narrativas visuais, constru??das por mim e por estudantes, ?? a da regi??o do Rinc??o do Inferno, situada no Quilombo de Palmas (Bag?? RS). Por fim, a terceira etapa metodol??gica representa a conflu??ncia das etapas anteriores, em dire????o ?? s??ntese do trabalho. Nesse momento, o professor-pesquisador coloca em pr??tica a aten????o imaginante de si e do seu pr??prio fazer docente, investindo na ficcionaliza????o da educa????o e da pr??pria pesquisa, em dire????o ao reencantamento do mundo. Com o aux??lio do m??todo fenomenol??gico, sob influ??ncia de Gaston Bachelard, extra?? n??cleos simb??licos que remetem aos temas mais recorrentes de cada uma das tr??s etapas metodol??gicas: Retorno, Enraizamento, La??o e Tradi????o. O resultado aponta para a import??ncia das narrativas visuais e da aten????o imaginante para a constru????o de uma m??stica do ensino em Sociologia, em conson??ncia com os elementos do reencantamento do mundo: enraizamento ao tempo e ao espa??o circundante, remitologiza????o, poder do ritual e do feiti??o , intui????o do instante, agir cotidiano, la??os comunit??rios, momentos de partilha, entusiasmo primordial, romantismo das ideias. A aten????o imaginante, despertada pelo uso das narrativas visuais, representou a ades??o dos estudantes e do professor-pesquisador aos espa??os da tradi????o bageense, ajudando a exercitar uma sociologia da imagina????o po??tica. A aten????o imaginante, portanto, reduziu os elementos l??gicos, racionalizantes e utilit??rios do ensino da Sociologia e aumentou os aspectos l??dicos, indiretos, on??ricos e espont??neos, indispens??veis tamb??m para a constru????o do conhecimento.This Master s thesis, which was developed in the Post-graduate Program in Education (FAE) at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil, in the line of research named Written Culture: Languages and Learning, deals with the construction of new educative experiences in Sociology teaching based on some aspects of the cultural tradition in Bag??, Rio Grande do Sul (RS), Brazil. Studies carried out by the Research Group on the Imaginary, Education and Memory (GEPIEM) and theoretical references in the field of the imaginary, such as Gaston Bachelard s poetic phenomenology, Gilbert Durand s science of the man and tradition and Michel Maffesoli s Sociology of Everyday Life, have provided the basis for this research. This investigation aims at identifying how Sociology teaching can contribute to the process of (re)enthrallment with the world and Education. Therefore, I have used (self)development practices in immersive experiences - similar to teaching mysticism which take into account imaginative attention (Gaston Bachelard) in the production of visual narratives (photos) collected in Bag??. The study has been carried out in three methodological steps: estrangement, embedment and convergence. In the first stage, I have reflected upon the images of personal experiences that have led me to the theme of this research, i. e., I have shown symbolic and imaginary representations which have encouraged my task as a teacher-researcher and as a dweller in Bag??. In the second part, I have shown the construction of an educational project called Narradores de Bag?? aimed at students who go to IFSul Campus Bag??; students have been stimulated to dive into the city s everyday life while they focus on themes and spaces of popular and ancestral culture found in traditional communities. The community that was chosen for the visual narratives which were constructed by me and by the students was the one in the Rinc??o do Inferno, located in the Quilombo de Palmas (Bag??, RS). Finally, the third methodological stage has represented the confluence of the previous steps towards the synthesis of the study in which the teacher-researcher puts into practice his/her own imaginative attention and the one found in his/her teaching, thus, believing in the fictionalization of Education and research itself towards world reenchantment. With the help of the phenomenological method, influenced by Gaston Bachelard, I have gotten symbolic cores which summarize the most common themes of every methodological step: Return, Rooting, Lasso and Tradition. Results have shown the importance of visual narratives and imaginative attention in the construction of mysticism in Sociology teaching, in agreement with the elements of world enchantment: rooting in time and surrounding space remythicalization, the power of rituals and spells , the intuition of the moment, everyday activities, community bonds, sharing moments, original enthusiasm and romanticism of ideas. Imaginative attention, which was awaken by the use of visual narratives, represented the bonds that students and the teacher-researcher constructed with the spaces in Bag?? s tradition, thus, helping them to exercise Sociology of poetic imagination. On one hand, imaginative attention mitigated logical, rationalized and utilitarian elements in Sociology teaching. On the other hand, it enhanced ludic, indirect, oneiric and spontaneous aspects which are also indispensable for knowledge construction

Topics: Educa????o, Imagin??rio, Ensino de Sociologia, Narrativas visuais, Reencantamento do mundo, Aten????o imaginante, Education. Imaginary, Sociology Teaching, Visual narratives, World enchantment, Imaginative attention, CNPQ::CIENCIAS HUMANAS::EDUCACAO
Publisher: Universidade Federal de Pelotas
Year: 2013
OAI identifier: oai:agregador.ibict.br.RI_UFPEL:oai:repositorio.ufpel.edu.br:123456789/1622
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://www.rcaap.pt/detail.jsp... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.