A apropriação da cultura no processo educativo : a constituição do sujeito em Manoel de Barros e Mario Quintana
AUTOR(ES)
Maria Alice Alves da Motta
DATA DE PUBLICAÇÃO
2008
RESUMO
The way one conceives the subject and their constitution has significant implications for Education. The aim of this paper is to investigate the subject constitution in the process of appropriation of Culture through Education and the way this relation is expressed in the poetical work of Manoel de Barros and Mario Quintana. It is a qualitative documentary analysis. The theoretical-methodological reference adopted was the historical-cultural Psychology approach, in interlocution with the concept of Mikhail Bakhtins dialogy and some other points from his theory which aprroached to historical-cultural theory. After reading the complete work of the two poets, the texts that evidenced formal and informal educative processes were selected for analysis. The investigation samples was composed by 37 texts of Manoel de Barros and 53 texts of Mario Quintana. The texts selected were grouped into three axes, namely: I and the other, I and learning e I and society. The first axis included texts whose theme referred to development, such as: birth, sign conversion, language and thought, sense and meaning, memory, imagination and fantasy and, finally, plays and games. The second axis grouped texts related to learning: values and rules and the theme school, in which some items were inserted: spontaneous concepts and scientific concepts, reading and writing, teacher and pupil, and curriculum and methodology. The third axis described the social-historical context where the subject constitution takes place. This axis included texts about alienation and automation, evolution and destruction, standardization and singularity. The interlacement between the three axes made it possible to reveal the subject constitution in the work of the authors selected. In the poetry of Manoel de Barros and Mario Quintana appears a concrete, dated, historically and geographically located subject, who constitute themselves in social and dialogical relations. The role of the other person as a retainer of Cultural meanings is expressed by both poets, as well as the appropriation of language and, consequently, the development of the higher mental functions. In the poems selected, it was possible to note the role of activity in the subjects constitution. The authors portray situations related to School, which is described as a monological school, where the pupils voice is not heard. The poets certify the school as one of the spaces where the constitution of the subject takes place, revealing that some teachers leave their marks. Criticism to the standardization and the massification of the subject in society is another aspect revealed. Besides these findings, poetry was proven as a possibility of self-knowledge and subjectivity improvement, which emphasizes the poetical work as an important resource for the formation of teachers and students.
ASSUNTO(S)
educacao aprendizagem education in literature educação na literatura learning
