Mito de Eros e Psiquê: um caminho possível para pensar a docência
Arquivos
Tipo
Dissertação
Data de publicação
2009-08-10
Periódico
Citações (Scopus)
Autores
Lacava, Lídia
Orientador
Giora, Regina Célia Faria Amaro
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Stori, Norberto
Bernardo, Patricia Pinna
Bernardo, Patricia Pinna
Programa
Educação, Arte e História da Cultura
Resumo
The following research intends to rethink and discuss the teaching practice trough the analysis of the Eros and Psyche Myth worked on Awareness Workshops. The focus of the research consists on the study of multiple ways of expression - including the Myth and the Art- as a possibility for a reflection-action-reflection about being and becoming a teacher. The dissertation presents a study made at a private school, based in Sao Paulo-SP, with a group of nine teachers from elementary school. The methodology used was the research-action, at a study case with subject analysis (Bardin, Minayo e Gaskell), on which was sought to prioritize the category subjectivity involved on the teaching-learning relation. A parallel is done between Psyche s tasks to rescue Eros´ love with the tasks of the teacher for a pedagogical praxis that increases the awareness of being yourself to be able to be with the other(s). The awareness workshops are supported by researches made at Louisvile University (USA) by Kagin and Lusenbrink, bringing forward the contribution of the ETC proposal, where the artistic doing is labored as an expression of being. The adopted theoretical support is mainly from Vygotsky, Jung, Ostrower, Morin and Paulo Freire who brings the importance of the different languages as a fundamental element to ally affectivity to reasonability,
subjectivity to objectivity, symbolic thinking to rational and logical thinking. The present project pursues to open spaces for a creative teaching action, critical and committed with the
sociocultural moment where one is living.
Descrição
Palavras-chave
mito , linguagem , arte , subjetividade , educação , professor , formação docente , myth , language , art , subjectivity , education , teacher , teaching development