Inventariando memórias de gestos docentes
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Data
2025-02
Autores
Orientador
Munhoz, Angélica Vier
Banca
Olegário, Fabiane
Costa, Cristiano Bedin da
Volkmer, Márcia Solange
Título do periódico
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Título do Volume
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Resumo
Trata-se do percurso das inquietações que atravessam minha trajetória como professora/atriz e pesquisadora, tendo como foco o gesto docente. O gesto não apenas como uma ação funcional, mas como manifestação sensível e singular, marcado nos corpos dos professores. Parte-se da leitura e estudo dos pensadores Michel Foucault, Giorgio Agamben, Julio Groppa Aquino, Jorge Larrosa, Gilles Deleuze, entre outros, com o objetivo de tentar compreender o gesto docente a partir da relação do professor com o seu ofício. A pesquisa fundamenta-se metodologicamente na perspectiva foucaultiana de arquivo e nos procedimentos arquivísticos delineados por Aquino (2020), o qual consiste em três eixos: o temático, o qual rastreou produções acadêmicas sobre gesto e docência no Catálogo de Teses e Dissertações da CAPES; o teórico, que buscou percorrer a produção discursiva de alguns pensadores que se debruçam sobre a noção de gestos e aproximar o gesto docente do gesto do ator, e o empírico, que propôs encontros com professores do nono ano do ensino fundamental para inventariar suas memórias gestuais docentes. Esses encontros foram pautados em experimentações a partir de algumas obras artísticas, cujo propósito é que servissem de disparadores de memórias, gestos e experiências docentes. Acessar e inventariar as memórias de gestos docentes buscou provocar o grupo de participantes a compreender que os gestos não se restringem ao campo da técnica ou da repetição mecânica. Eles podem emergir como uma expressão autoral, um modo único de existir no mundo enquanto professor. Por fim, os ditos e escritos dos professores participantes geraram um breve inventário de gestos docentes.
This work traces the concerns that have shaped my trajectory as a teacher/actress and researcher, focusing on the teaching gesture. The gesture is understood not merely as a functional action but as a sensitive and singular manifestation, inscribed on teachers' bodies. The study is grounded in the reading and analysis of thinkers such as Michel Foucault, Giorgio Agamben, Julio Groppa Aquino, Jorge Larrosa, Gilles Deleuze, among others, aiming to understand the teaching gesture through the teacher's relationship with their craft. Methodologically, the research is based on Foucault’s archival perspective and the archival procedures outlined by Aquino (2020), which consist of three axes: the thematic axis, which traced academic productions on gesture and teaching in the CAPES Theses and Dissertations Catalog; the theoretical axis, which explored the discursive production of thinkers engaged with the notion of gestures and sought to connect the teaching gesture with the actor’s gesture; and the empirical axis, which proposed meetings with ninth-grade teachers to inventory their gestural teaching memories. These meetings were structured around experiments inspired by selected artistic works, intended to serve as triggers for memories, gestures, and teaching experiences. The process of accessing and cataloging teachers’ gestural memories sought to encourage participants to recognize that gestures are not confined to technical execution or mechanical repetition. Instead, they can emerge as an authorial expression, a unique way of existing in the world as a teacher. Finally, the spoken and written accounts of the participating teachers resulted in a brief inventory of teaching gestures.
This work traces the concerns that have shaped my trajectory as a teacher/actress and researcher, focusing on the teaching gesture. The gesture is understood not merely as a functional action but as a sensitive and singular manifestation, inscribed on teachers' bodies. The study is grounded in the reading and analysis of thinkers such as Michel Foucault, Giorgio Agamben, Julio Groppa Aquino, Jorge Larrosa, Gilles Deleuze, among others, aiming to understand the teaching gesture through the teacher's relationship with their craft. Methodologically, the research is based on Foucault’s archival perspective and the archival procedures outlined by Aquino (2020), which consist of three axes: the thematic axis, which traced academic productions on gesture and teaching in the CAPES Theses and Dissertations Catalog; the theoretical axis, which explored the discursive production of thinkers engaged with the notion of gestures and sought to connect the teaching gesture with the actor’s gesture; and the empirical axis, which proposed meetings with ninth-grade teachers to inventory their gestural teaching memories. These meetings were structured around experiments inspired by selected artistic works, intended to serve as triggers for memories, gestures, and teaching experiences. The process of accessing and cataloging teachers’ gestural memories sought to encourage participants to recognize that gestures are not confined to technical execution or mechanical repetition. Instead, they can emerge as an authorial expression, a unique way of existing in the world as a teacher. Finally, the spoken and written accounts of the participating teachers resulted in a brief inventory of teaching gestures.
Descrição
Palavras-chave
gesto docente; arte; memória; arquivo; inventário; teaching gesture; art; memory; archive; inventory
Citação
SANTOS, Tatiana Linhares dos. Inventariando memórias de gestos docentes. 2025. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 26 fev. 2025. Disponível em: http://hdl.handle.net/10737/4878.