Programa de Pós-Graduação em Educação e Cultura - PPGEDUC/Tocantins/Cametá

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/11414

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Agora exibindo 1 - 2 de 2

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Capoeira: sobrevivência e resistência na sociedade do capital
(Universidade Federal do Pará, 2023-08-14) SILVA, Francisco Márcio Costa da; SILVA, Élido Santiago da; http://lattes.cnpq.br/3584642268601018; https://orcid.org/0000-0003-2545-0860
The present study within its scope brings forth notes that outline the current configurations of Capoeira and its functions in the everyday social context. From the premise that Capoeira is a practice originating from the diaspora as a means to resist an oppressive system (ABIB, 2004), and it was consolidated in Brazil during the period of slavery (Rego, 1968), it still endures and has both national and international reach, being present in over 150 countries across the five continents according to the latest survey by IPHAN (2014). The central concern of this research endeavor lies in comprehending the resilience of a longstanding practice stemming from the era of enslavement in the context of the contemporary capitalist system. As posited by Mészáros (2005), which commodifies all aspects of existence. References employed for this study include Marx (2007, 2008, 2011, 2013), Mészáros (2005, 2015), Antunes (2009), Vasquez (2011), and various others, thereby providing foundational insights into the workings of the aforementioned system were used. Regarding Capoeira, this study draws upon the works of Rego (1968), Brito and Granada (2021), Khol (2014), Araújo (2006, 2008), Campos (2001, 2009), Falcão (2004, 2011), Abib (2004), among others, to elucidate the conditions and various facets through which Capoeira has evolved as a sporting and cultural practice, persevering over time and in response to structural changes driven by capitalism. In pursuit of comprehending how Capoeira endures to the present day and the dimensions it encompasses, an extensive search was conducted both nationally and internationally to engage with individuals who have been practitioners of Capoeira for a minimum of ten years. They were queried about the ways in which Capoeira manifests itself within their respective contexts. As a result, it was observed that there have been numerous changes in this practice since its inception. However, it is its ability to undergo metamorphosis that has enabled it to adapt to social demands, transforming itself into a pluralistic practice. However, its condition as a commodity was emphasized as predominant. This path has ensured other possibilities for survival within the capitalist system, with labor (both in its formative and subsistence aspects) serving as the foundation that has facilitated its longevity and continuity to the present day, reaffirming Capoeira's embryonic role as a form of resistance in diverse circumstances.
Acesso aberto (Open Access)
Transescritas da diferença: movimentos para transcriar a educação com Clarice Lispector e Virginia Woolf
(Universidade Federal do Pará, 2022-06-28) VEIGA, Ademilson Filocreão; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042; https://orcid.org/0000-0002-7156-5610
Trans-writings by Virginia Woolf and Clarice Lispector propel thoughts to trans-creating education, through the devires-writing raised in the works Mrs. Dalloway (2017) and Orlando (2014), by Woolf, and The passion according to GH (2009) and The star hour (1998), by Lispector. The articulation through which the architecture of this study moves is to vibrate, from Lispectorian and Woolfian trans-writings, devires writing with movements of thinking and creating, and from these, to compose and mobilize both literature and education in image-less thoughts that urge us to a trans-creating of education through the signs of learning that come from such dislocations. Literature, philosophy of difference, and education are intertwined in the authors' trance-like languages, creative powers that collide and move away, composing multiple provocations about other ways of seeing, living, and intervening in the educational field. The Lispectorian and Woolfian lines of escape walk with intercessors such as Deleuze and Guattari, Corazza, Bachelard, Barthes, Proust, Rolnik, Passos, Butler, Foucault, Gallo, Tadeu, Zordan. In each exposed crack, a gap opens for thought, moving it to the obscure corners, the abject bodies, the extemporaneous times, the reverse and the indomitable of education, leave their tracks like ghosts, like shadows, like new paints to be transcribed and blurred, like Orlandes and Macabéas, GHs and Clarissas, like humidities and grasses that insist on being born in the most uncomfortable spaces, among others. The violence of the encounter with these writing-devirals triggers the deautomatized thinking, the thinking without image, and then mobilizes new signs of learning. Clarice and Virgínia, in being trans-written here, emit multiple devires-writing, and such devires also provoke trans-creations in education, as they crack into signs of learning, senses, thoughts, creations to move through educating. Both the becoming-writing, of trans-writing, and the signs of learning, of trans-creation, are emulsified in a thought without image that does not try to be homogeneous. This image-less thinking is, on the contrary, an intensive effort of agitation, of difference. The trans-writing arts of Woolf and Lispector flow into a trans-creation of education with difference.

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