Andarilhar por uma pedagogia que fale em nome próprio
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Data
2016-08
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Orientador
Munhoz, Angélica Vier
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Resumo
Trata-se de fabular uma pedagogia que fale em nome próprio por meio de um andarilhar errante. Composição possível porque a pesquisa se fez em movimento afectado pelas obras de Francis Alÿs e de outros artistas errantes que têm no andar sua poética de trabalho. Obras-movimento que se misturam ao texto e sustentam o andarilhar, modo/método de deslocamento desta pesquisa. Andarilhanças que encontram na arte, na música, na literatura, na filosofia deleuzo-guattariana, na pedagogia, matéria para a composição de suas imagens-fábula, em que se tomou o território da pedagogia, ora como forma, ora como força, ora uma na outra, implicadas em deslocamentos no tempo e no espaço. Tal movimentação, mediante a noção de fabulação – potência falsificadora e produtora de uma memória de futuro –, aspirou a criar condições para a despersonalização de um território e daquele que o vive/percorre. Para isso, inventa-se Ela. Ela é as muitas vozes que dizem e se movimentam n’Ela. Movimentação que se faz por meio dessas imagens-fábulas que excedem o real porque, prenhes de um passado, desejam um porvir que movimenta o aqui-agora. Desse modo, as matérias- imagens-movimentos criam constantes novas posturas e modos de ocupar-habitar o território e, pelos entre-erros dos caminhos, fabulam uma pedagogia que fale em nome próprio.
It has to do with the fable of a pedagogy that speaks on behalf of itself by means of an errant wandering. A possible composition because the research was carried out in a movement affected by the works by Francis Alÿs and other wandering artists for whom walking is part of their work poetics. Movement-works that blend with the text and support walking, a way/method of displacement in this research. Walking that has found in art, music, literature, philosophy deleuzo-guattariana and pedagogy the matter to compose its fable-images, in which the territory of pedagogy has been taken either as a form, or a force, or one in each other, involved in displacements in time and space. Such movement, through the notion of fabulation – a potency that falsifies and produces a memory of the future –, aimed to create conditions for the de-personalization of both a territory and the one who experiences/travels in it. For this purpose, She has been invented. She is a number of voices that speak and move in Her. Movement that is made by means of those fable-images that exceed the real because, as they are pregnant of a past, they long for a future that moves the here-and-now. In this way, the matters-images-movements constantly create new postures and ways of occupying-inhabiting the territory and, between- errors along the paths, make a fable of a pedagogy that speaks in behalf of itself.
It has to do with the fable of a pedagogy that speaks on behalf of itself by means of an errant wandering. A possible composition because the research was carried out in a movement affected by the works by Francis Alÿs and other wandering artists for whom walking is part of their work poetics. Movement-works that blend with the text and support walking, a way/method of displacement in this research. Walking that has found in art, music, literature, philosophy deleuzo-guattariana and pedagogy the matter to compose its fable-images, in which the territory of pedagogy has been taken either as a form, or a force, or one in each other, involved in displacements in time and space. Such movement, through the notion of fabulation – a potency that falsifies and produces a memory of the future –, aimed to create conditions for the de-personalization of both a territory and the one who experiences/travels in it. For this purpose, She has been invented. She is a number of voices that speak and move in Her. Movement that is made by means of those fable-images that exceed the real because, as they are pregnant of a past, they long for a future that moves the here-and-now. In this way, the matters-images-movements constantly create new postures and ways of occupying-inhabiting the territory and, between- errors along the paths, make a fable of a pedagogy that speaks in behalf of itself.
Descrição
Palavras-chave
Pedagogia; Nome próprio; Andarilhar; Francis Alÿs; Território; Fabulação
Citação
CRIZEL, Ana Paula. Andarilhar por uma pedagogia que fale em nome próprio. 2015. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 17 dez. 2015. Disponível em: http://hdl.handle.net/10737/1052.