Escrituras do Corpo Biográfico e suas contribuições para a Educação: um estudo a partir do Imaginário e da Memória

• Ano de defesa: 2013
• Autor(a) principal: Zanella, Andrisa Kemel
• Orientador(a): Peres, Lúcia Maria Vaz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação
• País: BR
• Palavras-chave em Português: Imaginário; Corpo biográfico; Formação; Memória; Educação
• Palavras-chave em Inglês: Imaginary; Biographical body; Teacher education; Memory; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1682

This thesis, which belongs to the line of research named Written Culture, Languages and Learning, aimed at describing a study of memories that were inscribed in Pedagogy students‟ bodies during their education process. The focus was the interpretation of gestures as a translation of the imaginary in the writings of the Biographical Body. The research was supported by studies of the Imaginary, whose main theoreticians are Gilbert Durand and Gaston Bachelard, and of the Biographical Body, based on Danis Bois and Marie-Christine Josso. The thesis that has emerged from it says that the memory of the body is part of everybody‟s developmental process. i. e., every meaningful experience is recorded and can be written down. Based on studies of the Imaginary, such experiences comprise a subject‟s imaginary reservoir which was, in this case, visualized by the students‟ gestures. The following question was the starting point of the research: could the visualization of the memory inscribed in the body help to think about somebody‟s (self)development project? In order to answer this question, four Pedagogy students participated in six meetings whose focus was the exercise of body biographyzation through theatrical improvisation. These meetings were video-recorded and reported in the Diary of Experience (a notebook in which the repercussion of the body work was recorded). Therefore, this thesis aimed at showing that the body has silent knowledge which is relevant to think about and plan Education in a singular-plural way. Finally, the analysis process followed three steps: 1) the descriptive and hermeneutic analysis of video records; 2) the analysis of four Diaries of Experiences written by four Pedagogy students in the classificatory, phenomenological and hermeneutic steps; and 3) the convergence of the research findings in symbolic kernels in order to get to the mythemes, which were: Childhood in the Suit-body; The wish to fly in the Captive-body; A being made of flesh that thinks while the other one acts in the Fractioned-body; and The search for freedom in the Moderate-body. Based on these mythemes, there is evidence that the body is a live writing of the experiences that were meaningful in a human being‟s life and were inscribed in his/her anatomy, with consequences to his/her physical, cognitive, affective and psychic dimensions to compose the body‟s biographical dimension. Therefore, the visualization of these memories has revealed some of the experiences that were meaningful in the students‟ lives, mainly in childhood, a fact that made me perceive how these reverberated memories constitute one‟s gestures to compose the writings of the Biographical Body.