Narrar a experiência da escola
Um ensaio poético filosófico à luz da teoria da experiência e da narração de Walter Benjamin
Bibliographic Data
| ID | 7433178 |
|---|---|
| Authors | Elaine Fernandes De Oliveira Santos (corresponding author) |
| Year | 2023 |
| Publication date | 2023-03-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | THESIS |
| Publisher | Universidade de Sao Paulo, Agencia USP de Gestao da Informacao Academica (AGUIA) (PUBLISHER) |
| DOI | 10.11606/d.48.2023.tde-01062023-112711 |
| OpenAlex | W4378975808 |
| Language | PT |
| References cited | 4 |
Research efforts have been made in recent years in philosophy of education, aiming to better structure the debate concerning the disputed concept of experience.In the year of 2001 a conference by Jorge Larrosa shed direct light on the word, that has since been recurrently and divergently used in educational discourse -here experience may be reffered to as justification for the employment of digital technologies in the classroom, there it may be used in critical analyses denouncing the absence of experience in contemporary educational institutions.Be that as it may, the word has been broadly adopted, and paradoxically implemented, as if it were to establish and ensure that effective learning is taking place.In this dissertation we aim to comprehend the term in light of Walter Benjamin's philosophy, thus entering the aforementioned debate by a differing route: the experience of the student that is now a teacher; or, differently put: the infantile school experience that lives through the teacher at work.Our goal is to reflect on the schooling experience and its narrative's potentiality -we wish to elaborate on the terms through which childhood experience reflects on teaching, where teachers' experience begins and how his/her memories affect the teaching situation.By investigating perceptions on educational experience and benjaminian theory on narration, we propose reflections on the life present at school, the existential dimension of education and of narratives that might illuminate it, defend it and praise it.In terms of methodological strategy, there has been fundamental resource to pertinent bibliography, including fields related to autobiographical writing, self-narration and anti-autobiography.Results reported gravitate around a poetical essay regarding the potentialities of teachers' childhood school experiences' memoirs to better understand their labour, as well as to better understand History -understanding which is only possible through a better understanding of oneself and through the voices of the silenced and the oppressed.Narratives have the potential to open new paths in history, livening the present.Furthermore, the dissertation presents a set of autobiographical narratives, entitled "scenes", that have been developed alongside and as an integral part of the researcher's experience of the research process, a composite of texts that revisit, thus, the childhood schooling experience's memories of a teacher.Benjamin's philosphy states, after all, that experience is intrinsecally bound to narration
Epistemology · Existentialism · Humanities · Linguistics · Narrative · Pedagogy · Perception · Praise · Sociology · Cultural, Media, and Literary Studies · Education and Digital Technologies · Education Pedagogy and Practices · Philosophy · Psychology · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |