ECHOING VOICES OF COMMUNITY EDUCATION EVENTS: A POETIC SELF-STUDY

Autores/as

  • Ana Paula Caetano UIDEF, Instituto de Educação, Universidade de Lisboa

DOI:

https://doi.org/10.25112/rpr.v2.3443

Palabras clave:

Educação comunitária, Posicionalidade do investigador., Escrita poética, Autoestudo poético, Narrativas

Resumen

This paper is a poetic self-study based on a community education project in which the author was involved and in which poetry was a process of social transformation. There is a poetic process of weaving between writings produced during the project, occurred years ago, and writings created for this self-study. Its main purpose is to reflect on this poetic process, questioning how it can continue to illuminate our understandings, develop dialogue and transcend contradictions and ambivalences. A few meaningful events are selected where poetry played a relevant part and where poetic writing, combinins sounds and silence to create a singular musicality, is assumed as a way of deepening and transforming understanding and practice. It is a poetic organisation of rhizomatic relations that facilitates the flow of reflexivity and evocation of the movements experienced during the project and identified as important. They are in accordance with the principles of the project, where dialogical and critical approaches are emphasised. In the final sections the author discuss her positionalities and conflicts as researcher, educator and poet assumed along the process, and conclude by reflecting on some of the main contributions of this paper to the poetic self-study field and poetic inquiry.

Biografía del autor/a

Ana Paula Caetano, UIDEF, Instituto de Educação, Universidade de Lisboa

Doutora em Ciências da Educação, pela Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa (Lisboa/Portugal). Professora Associada do Instituo de Educação da Universidade de Lisboa (Lisboa/Portugal). E-mail: apcaetano@ie.ulisboa.pt 

Citas

ATKINSON, D. The adventure of pedagogy, learning, and the not-known. Subjectivity, v. 8, n. 1, p. 43-56, 2015.

BACHELARD, G. L’intuition de l’instant. [The intuition of the moment]. Paris: Édition Stock, 1931/1992.

BARONE, T., & EISNER, E. W. Arts-based research. London: Sage Publications, 2012.

BENJAMIN, W. Sobre a arte, técnica, linguagem e política. [About art, technique, language and politic]. Lisboa: Relógio d’Água Editores, 1992.

BOHM, D. Unfolding meaning, a weekend of dialogue with David Bohm. New York: ARK Paperbacks, Routledge & Kegan Paul, 1987.

BUTLER-KISBER, L. Poetic inquiry. In: BUTLER-KISBER, L. Qualitative inquiry: Thematic, narrative and arts-informed perspectives. London: Sage, 2020. p. 21-40.

CAETANO, A.P. Ética y complejidades en la mediación comunitaria [Ethics and complexity in community mediation]. Devenir Revista de Estudios Culturales y Regionales, v. 32, n. Año X. Quinta época, p. 41-58, 2017.

CAETANO, A.P.; AFONSO, J.C. Trans-inter-multiculturalidade. A poesia como lugar de mediação [Trans-inter-multiculturality. Poetry as a place of mediation]. In: Mesquita, M. (Ed.). Fronteiras Urbanas. Ensaios sobre a humanização do espaço [Urban Boundaries. Essays on the humanization of space]. Lisboa: Anonymage e IE-UL., 2014. p.45-67

CAETANO, A.P.; FREIRE, I. Identités et pratiques culturelles dans un projet d'éducation communautaire. In: BASCO, L. (Ed.), Être... des valeurs aux pratiques culturelles [Being... from values to cultural practices]. Harmattan, 2014. p. 181-202.

CAETANO, A.P.; MESQUITA, M.; GABRIEL, V. Ser ou não ser um documentário participativo do/no Projeto Fronteiras Urbanas. Revista Brasileira de Educação de Campo, v. 5, p. 1-17, 2020.

CHILTON, G.; LEAVY, P. Arts-based research practice: Merging social research and the creative arts. In: LEAVY, P. (Ed.). The Oxford handbook of qualitative research Oxford: Oxford University Press, 2014. p. 403-422.

D’AMBROSIO, U. Educação para uma Sociedade em Transição. Editora Papirus, 1999.

DELEUZE G.; GUATTARI, F. Rizoma (Introducción). [Rhizoma (Introduction)]. Valencia: Pre-textos, 1997.

EDGE, C.U., & OLAN, E.L. Learning to breathe again: Found poems and critical friendship as methodological tools in self-study of teaching practices. Studying Teacher Education, v. 17, n. 2, p. 228-252, 2021.

FAULKNER, S.L. (Ed.). Poetic Inquiry. Craft, method and practice. New York: Routledge, 2019.

FAULKNER, S.L. Poetic Inquiry. Poetry as/in/for social research. In PLEAVY, P. (Ed.), The Handbook of arts-based research. New York: Guilford Press, 2017. p. 208-230.

IRWIN, R.L.; BEER, R.; SPRINGGAY, S; GRAUER, K.; XIONG G.; BICKEL, B. The Rhizomatic Relations of A/r/tography. Studies in Art Education, v. 48, n. 1, p.70-88, 2015.

IRWIN, R.L. Becoming a/r/tography. Studies in Art Education, v. 54, n. 3, p. 198-215, 2013.

FELDMAN, S. Validity and quality in self-study. Educational Researcher, v. 32, n. 3, p. 26-28, 2003.

FINLEY, S. Critical arts-based inquiry. In Denzin, N.K. & Lincoln, Y. (Eds.). Handbook of qualitative research. London: Sage Publication, 2011. p. 435-450.

FREIRE, I. Da etnografia crítica: movimentos emancipatórios na construção de comunidades. In: Mesquita, Mônica (Ed.). Fronteiras Urbanas. Ensaios sobre a humanização do espaço. Lisboa: Anonymage e IE-UL, 2014. p.81-87.

FREIRE, I.; CAETANO, A. P. Mediação em contexto comunitário: etnografia crítica de um caso. La Trama. Revista interdisciplinaria de mediación y resolución de conflictos, v. 41, p. 1-12, 2014.

FREIRE, I.; CAETANO, A. P.; MESQUITA, M. Curriculum Trivium, dialogue interculturel et citoyenneté. Une ethnographie critique d'un projet d'éducation communautaire. In: MEUNIER, O. (Ed.). Cultures, éducation, identité: recompositions socioculturelles, transculturalité et interculturalité Arras: Artois Presse Université, 2014. p. 43-53.

FREIRE, P. Pedagogy of the oppressed. New York: Herder and Herder, 1970.

FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1980.

GRIMMETT, H. The problem of “Just Tell Us”: Insights from playing with poetic inquiry and dialogical self-theory. Studying Teacher Education, v.12, n.1, p. 37-54, 2016.

HERMANS, H. J. M. The dialogical self in education: Introduction. Journal of Constructivist Psychology, v. 26, p. 81–89, 2013.

HOPPER, T.; SANFORD, K. Using poetic representation to support the development of teachers' knowledge, Studying Teacher Education, v. 4, n.1, p.29-45, 2008.

KINCHELOE, J., & MCLAREN, P. Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.). Handbook of qualitative research. London: Sage, 2000. p.279-313.

KRISHNAMURTI, J. O despertar da sensibilidade. Lisboa: Editorial Estampa, 2011.

LABOSKEY, V. K. The methodology of self-study and its theoretical underpinnings. In: LOUGHRAN, J.J.; HAMILTON, M.L; LABOSKEY, V.K.; RUSSEll, T. (Eds.). International handbook of self-study of teaching and teacher education practices Dordrecht: Kluwer. 2004. p. 817–869.

LIGORIO, M. B. Dialogical relationship between identity and learning. Culture & Psychology, v. 16, p. 93–107, 2010. Disponível em: https://doi.org/10.1177/1354067x09353206. Acesso em: 18 jul. 2023.

MAFFESOLI, M. Entre o bem e o mal. Compêndio de subversão pós-moderna. Lisboa: Instituto Piaget, 2003.

MAFFESOLI, M. Éloge de la raison sensible. Paris: La Table Ronde, 2005.

MESQUITA, M. Fronteiras Urbanas – Ensaios sobre a humanização do Espaço. Lisboa: Anonymage e IE-UL, 2014.

MESQUITA, M.; CAETANO, A.P.; FRANÇOIS, K. (2016). Sociology of Space and Urban Boundaries. Embodiment through communitarian education. In B.M. PIRANI; T. S. SMITH (Eds.). Embodiment and Cultural Difference (pp. 148-182). Cambridge Scholars Publishing.

MORIN, E. Le Méthode. 5. L’humanité de l’humanité. L’identité humaine. Paris: Seuil, 2001.

MORIN, E. La méthode. 6. Éthique. Paris: Seuil, 2004.

NEVES, S. Amor, poder e violências na intimidade. Coimbra: Quarteto, 2008.

PITHOUSE-MORGAN, K., & SAMARAS, A.P. Polyvocal play: A poetic bricolage of the why of our transdisciplinary self-study research. Studying Teacher Education, v. 15, n.1, p.4-18, 2019.

PITHOUSE-MORGAN, K. Opening a poetic container: Educative learning from a painful poetry performance. Studying Teacher Education, v. 17, n.1, p.100-117, 2021.

PITHOUSE-MORGAN, K.; SAMARAS; A.P. Editorial: Poetic Self-Study Research, Studying Teacher Education, v.18, n.3, 219-222, 2022.

RAMBO, C. Impressions of grandmother. An autoethnographic portrait. Journal of Contemporary Ethnography, v. 34, n.5, p.560-583, 2005.

RONAI, C.R. Multiple reflections of child sex abuse. An argument for a layered account. Journal of Contemporary Ethnography, v.13, n. 4, 395-426, 1995.

RICOEUR, P. Time and narrative. Chicago: The University of Chicago Press, Ltd. 1984.

SANTOS, B. S. Descolonizar el saber, reinventar el poder. México: Ediciones Trilce, 2010.

SANTOS, B. S. Educación para otro mundo posible. Médellin: Clacso, Medellin, CEDALC, 2019.

SIMPSON, A. Being “challenged” and masking my own uncertainty: My parallel journey with elementary prospective teachers. Studying Teacher Education. v. 15, n. 2, p. 217-234. 2019.

SPRINGGAY, S.; IRWIN, R.L.; KIND, S.W. A/r/tography as living inquiry through art and texts. Qualitative Inquiry, v.11, n. 6, p. 897-912. 2005.

STERNBERG, R. A triangular theory of love. Psychological Review, v.93, n.2, p. 119-135, 1988.

TITUS, E. Citizenship in an interrelated world: the transpersonal and education as tools for social, political and ecological change. In DREW, J. & LORIMER, L. (Eds.). Ways through the wall. Approaches to citizenship in an interconnecting world. Glasgow: First Stone Publishing, 2005. p. 25-31.

THOMAS, J. Doing Critical ethnography. London: Sage Publication, 1993

WEBER, S. Arts-based self-study: Documenting the ripple effect. Perspectives in Education, v. 32, n. 2, p. 8–20, 2014.

Publicado

2023-08-23

Cómo citar

Caetano, A. P. (2023). ECHOING VOICES OF COMMUNITY EDUCATION EVENTS: A POETIC SELF-STUDY. Revista Prâksis, 2, 94–119. https://doi.org/10.25112/rpr.v2.3443