A produção de narrativas audiovisuais e as redes de conhecimentos e significações sobre gênero e sexualidade tecidas na/com a formação de professoras

• Ano de defesa: 2015
• Autor(a) principal: Sacramento, Suellen Vasconcelos
• Orientador(a): Soares, Maria da Conceição Silva
• Banca de defesa: Pereira, José Valter , Alves, Nilda Guimarães , Fonseca, João Barreto da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Narrativas audiovisuais; Redes de conhecimentos e significações; Gênero; Sexualidades; Formação de professoras; Educação; Recursos audiovisuais; Professoras - Formação
• Palavras-chave em Inglês: Audiovisual narratives; Knowledge networks and meanings; Genre; Sexualities; Teacher s education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10693

This research in/with the day-to-day of a class of the course of Pedagogy of Rio de Janeiro State University UERJ proposed thinking knowledge networks and meanings about gender and sexualities woven with the students2 in in-out training spacetimes of the University through the production of audiovisual narratives. This production and analysis of what was engendered with it integrate a broader research, entitled Audiovisual narratives, educational networks and difference ways to imagine and to signify the world and reinvent curricular politics/practices , coordinated by my Advisor Maria da Conceição Silva Soares and developed with the support of National Council for Scientific and Technological Development CNPq (Portuguese) , and Carlos Chagas Filho Foundation of support to the State of Rio de Janeiro research FAPERJ (Portuguese) , occupying the third axis of the same, which aimed to product audiovisual material with the students in the school semesters of 2013/2 and 2014/1, in the context of research and Pedagogical Practice discipline. It was of our interest to think the knowledges and meanings engendered with the uses of devices of production and circulation of audiovisual works, as well as the relations established between all practitioners in the universe of the research, focusing on the negotiations, tensions, solidarity and ethical, aesthetical and political positions created in the the process. We dialog to authors such as Nilda Alves, Omar Rincón, Fernanda Bruno, Suzana Kilpp, Jésus Martin-Barbero, Guaracira Lobo and Conceição Soares, among others. We seek to highlight the singular modes used by the future teachers to produce audiovisual material, forged with productive routines and shared values in many everyday contexts of training and school practices, analyzing how they interpret, negotiate, confront and compose with the formal production mode of communication. As in the previous two steps of the research, performed by other researchers of the research group Resumes, Audiovisual Narratives and Difference (which promoted conversational meetings with the students, parting from their memories about audiovisual and movies displaying), we seek, with this production, to de-naturalize real hegemonic regimes on gender and sexualities produced with different practices and discourses, including the media and the schools. The proposal is to enable, with the experience of audiovisual creation, the enlargement of the know-do networks of students and to create new modes of subjectivation and relationships regarding the dominant modes, aiming, among other things, to combat homophobia, gender inequality, prejudice, segregation and violence. In this perspective, as decided by the students themselves, two audiovisual narratives were produced, one fictitious and the other a documentary. This research, which assumes the posture of methodological studies in education in/of/with the day-to-day, adopted the perspective of collective work, in which the undergraduate teachers were active subjects of the research and coauthors of this study