Navegando por Assunto "Escrita de si"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Cadernos do abismo: memorial de uma poética desenhada entre páginas de sketchbooks
(Universidade Federal do Pará, 2017) FOLHA, Aline Rickmann; SAMPAIO, Valzeli Figueira; http://lattes.cnpq.br/6142863342585522
This research presents the creative process of notebooks of the abyss, tiny sketchbooks in which I lay down existencial contents in autobiographical drawings. Based on the notion of “drawing as abyss”, developed by Icleia Cattani, I poetically elaborate the abyss itself as the issues that animate the depths of being and impel my creative process and my personal trajectory, locating this artistic practice in the range of those which belong to the autobiographical space and into the fields of contemporary drawing, whose experiential aspect is exalted: it connects more to life’s histories, to the rescue of personal memories and to the expression of emotions. The research aims to explore the creative process of the notebooks of the abyss throughout the autobiographical drawing as a caretaker poetic language that generates knowledge and self knowledge in the poetic trajectory of these notebooks which I consider as artist’s books. By crossing thoughts of Michel Foucault and Marcia Tiburi, this artistic work is connected with the notions of “self writing” and “care of the self” and is presented as a caretaker making, a practice of life. I look inside its founding procedures and reflect upon drawing from the mirror and other matters such as the line and the trace as poetic potencies and the connection between words and images as characteristic of this living writing, avid for reinforcing the understanding of sketchbooks as spaces that enable the artists to communicate their procedures and thoughts to theirselves as well as to others.
Acesso aberto (Open Access)
O corpo e a experiência de si: experimentações com o ensino de ciências
(Universidade Federal do Pará, 2021-04-13) SILVA, Nadson Fernando Nunes da; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/ 0000-0002-0478-5285
This writing process brings the body as a mechanism of forces which pass through the research and the researcher by a writing of itself, delineating the pathways which they take from the difference and multiplicity that compose their exits to expatiate on other forms of understanding what may be a body. Along these lines, we share the thoughts of Deleuze and Guattari going to the Philosophy of Difference, making the thought goes in the possibility of achieving other places where memory, body, science and education meet themselves, thus they create together comings where the research obtains power. The writing, in this context, emerges as a fragmented breaking point between poetic lines, collage, photographs, drawings and scribbles, which collide with the text causing openings to experience the diversity of a gay body that transits the education as a science teacher and occupies the Amazon territory as a place of experience. From these experiences, the education is brought as a space which consumes the existence by social markers that punctuate the difference, producing bodies by a very fine line which fits in the biological pages and consequently in science classes. In tracing these questions, we seek the experimentations as processes, which dislocates in directions to other forms of manifestation, where they are possible to create possibilities of teaching for science classes, displacing the embodied images of their biological status at feeling their vibrations, sexuality, identity, subjectivity and desires that rip the forms, dislocating them away from their organized functions. Through these traverse, it is desired to break with the idea that has been being architected about body, focusing it on the images which textbooks bring us as a source of knowledge and learning for science teaching, emerging it as an invitation that dislocates the body and the thought of its solid base. As a result, it may collides an education more soluble and aesthetically sensitive to experiment with moving images. Thus, we have, by these displacements, a body and a moving education which misaligns the hard seams and incarnates a new approach of body-image in the sense that the experimentation happens inside and outside the educational path. Stem from this, the science classes are also composed of their deconstructions in the desire of achieving an education where the body becomes a source of invention, and education becomes a place to be experienced in its plurality.
Acesso aberto (Open Access)
A escrita de si na docência de matemática: inquietações éticas da figura do professor em formação
(Universidade Federal do Pará, 2021-04-22) CASTILLO, Ana Del Valle Duarte; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
Ethics, assumed as a form of relationship with ourselves and with others, has not been the focus of attention of Mathematics Educators, this is shown in the few researches on this theme. The vast majority of research in this field of study presents mathematical knowledge as something that the student appropriates individually, and knowledge is conceived as a commodity that teachers sell to students. Furthermore, reflections on the teaching and learning of mathematics have, in general, been directed, in most cases, to the search for mechanisms that facilitate the learning of this subject. The first reflections on the end of the 19th century and beginning of the 20th century, where our field of study emerges, are situated around the curriculum that the school needs to respond to the increasingly urgent needs of societies embarking on the path of industrialization. Therefore, educational trends are characterized by showing interest in the development of learning processes of mathematical concepts and do not take into account the formation of ethical values. School knowledge, and the structures of educational institutions, are utilitarian and individualistic. On the other hand, we have reductionist truths that present school mathematics through curricula aimed at developing techniques, impersonal learning, teaching based on books and sometimes on false assumptions. An ethical dimension in the teaching of mathematics is essential to effect a better relationship between student and teacher and to clarify some choices that the teacher makes when teaching mathematics, such as, for example, studying contexts related to the price of the kilowatt in the periphery of the main cities. The thesis that is argued is that ethics in teaching mathematics teachers in training allows an opening for self-care, care for educational practices (student, teacher, educational space). The teaching of mathematics becomes sensitive to the other, to the world. The teaching of mathematics becomes sensitive to the other, to the world. The objective of this research is to present ethics in the teaching of the teacher-in-training who will teach mathematics through the practice of 'writing oneself', with regard to 'caring for oneself' and caring for the other. The study theoretically dialogues with Michel Foucault (2005, 2006, 2007, 2010), without necessarily remaining in it, but opening up to thought. Thus, the thesis will dialogue with authors in the field of mathematics and education, in general. In a practical way, philosophical exercises of self-writing were carried out in the classroom, made with continuing education teachers belonging to the course of the Integrated Degree in Sciences, Mathematics and Languages of the Federal University of Pará, year 2018-2019, in particular, writing exercises with concern related to teaching mathematics. These exercises took place in the form of oral and written narratives, highlighting the last one for this thesis. As a result, it was possible to clarify that in mathematics education it is feasible to open spaces for listening, narratives, self-writing, which allow one to look at oneself, its practices and behaviors, allowing an educational practice that runs through an aesthetics of existence, to the extent that the dogmatic truths of the formative field can be put into reflection and, therefore, in stages of knowledge so that teachers in training can proceed with an ethical practice in addition to mechanical practices.
Acesso aberto (Open Access)
Representações das identidades homoafetivas na prosa contemporânea brasileira: leituras da escrita de si
(Universidade Federal do Pará, 2019-03-12) OLIVEIRA, Rubenil da Silva; SIMÕES, Maria do Perpétuo Socorro Galvão; http://lattes.cnpq.br/0672011058049782; https://orcid.org/0000-0002-1365-6258
This is a title called "REPRESENTATIONS OF THE HOMOAFFECTIVE IDENTITIES IN BRAZILIAN CONTEMPORARY PROSE: reading of the self-writing" as the analysis of homoaffetive identity in contemporary literature, based on the reading of Stella Manhattan by Silviano Santiago (2017); Confissões do Mar, by Kadu Lago (2010); O Terceiro Travesseiro by Nelson Luiz de Carvalho (2007); O Diário de Marjorie: Memórias de um Travesti, by Marcos Soares (2014); Olho de Boto, by Salomão Larêdo (2015) and the short story "Cachorro Doido", by Haroldo Maranhão (1986), in the light of cultural studies in literature, literature on sexual minority authorship and self-writing. In this research was applied a quantification of data and an attempt to be representative of the homoaffective identities in relation to the theories and critics of the literature pointed out previously. The behavior for the analysis and evaluation of critics in Cevasco (2003, 2005), Bhabha (2013), Compagnon (2010), Cândido (1981, 2000 and 2007), Dalcastagnè (2012), Derrida (2014), D'Onofrio 2004), Eagleton (2011) and others; of the homoafetividade - Okita (2015), Figari (2007), Fry and Macrae (1983), Fry (1982), Trevisan (2002), Gomes Filho (2016) Mott (2003), Oliveira (2016, 2018); of memory and identity - Le Goff (2016), Halbwachs (2013), Ricoeur (2007), Yates (2016), Hall (2014), Woodward (2014); of culture and oral tradition - Zumthor (1997, 2001 and 2018), Câmara Cascudo (2008), Simões (2006), Mindlins (2006) and Paes Loureiro (2006); of power and sexuality - Foucault (2014, 2015, 2016 and 2017), Agamben (2005), and others. The research included the types, bibliographical and field research to find out the necessary conflict resolution process. On comparing what is implied in the theories with the literary readings, it is concluded that the difference between the writing of onselft and another, are in the in the subjects’ experience. Therefore, it can be affirmed that there is a correspondence between living and not living homoaffetivity, since you do not live the best alternative between the real and the literary narrative, while only to hear the narrator is more distant from the fact, above all, because the homoaffective literature is an attitude of resistance.