Mulheres na vida, na arte, nas ciências e na educação: protótipo de ensino para trabalho com feminismos nas aulas de língua portuguesa
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2021-05-27
Autores
SOUZA, Douglas Neris
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, desenvolvida dentro do Programa de Mestrado Profissional em Letras (ProfLetras-UNESP) e com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES), busca alinhar o trabalho com gêneros do discurso (BAKHTIN, 2010a; 2010b; 2016; BAKHTIN e VOLÓCHINOV, 1995; MEDVÍEDEV, 2012; VOLÓCHINOV, 2013, 2017) no ensino de língua portuguesa à pedagogia dos multiletramentos (ROJO, 2013) e à elaboração e análise de um protótipo de ensino (ROJO, 2012, 2013; 2017) destinado aos alunos do 8º ano do Ensino Fundamental de duas escolas públicas do interior do estado de São Paulo. O protótipo de ensino aborda a presença das multissemioses no ensino de língua portuguesa, com enunciados (obras) de e sobre Frida Kahlo, pintora mexicana expoente do feminismo e do surrealismo-mágico na América Latina, em aproximação ao expoente brasileiro da pintura do mesmo período, Tarsila do Amaral. Os enunciados de Tarsila do Amaral – “A Negra” (1923), “Maternidade” (1932) e “Operários” (1933) e de Frida Kahlo – “Umas facadinhas de nada” (1935), “Mi Nana y Yo” (1937), “As duas Fridas” (1939) e “O veado ferido” (1946), são compreendidos em diálogo com outros enunciados na construção e compreensão de pressupostos dos feminismos, e têm a finalidade de abordar os diferentes processos de constituição das identidades sociais feitas dentro e fora do espaço escolar. Condicionado a isso, conceitos-chave advindos da teoria de Bakhtin e seu Círculo alicerçam a análise verbivocovisual (PAULA, 2017a; PAULA; SERNI, 2017; PAULA; LUCIANO, 2020a; 2020b; 2020c; 2020d) na compreensão dos enunciados como um todo e que engendram discursos dentro e fora da sala de aula. Diante de medidas protetivas que suspenderam as aulas presenciais no ano de 2020, a proposta de intervenção foi adequada a uma pesquisa teórica e à proposição de um protótipo de ensino, pensado ao professor, com a intenção de aproximar o ensino de língua portuguesa a temas feministas. O resultado da pesquisa é um material didático digital interativo (PDF-navegável) (ROJO, 2012), constituído de vários protótipos de ensino (ROJO, 2012; 2013; 2017), intitulado As asas que eu quero! A proposta objetiva discutir e refletir a formação das identidades de gênero a partir do cotejo entre vida, arte e ciência. Como protótipo é digital, o material é adaptado às tecnologias e ao uso das multimodalidades. O material didático digital As asas que eu quero! é uma via à discussão das diferenças e identidades sociais em sala de aula, buscando práticas transformadoras que visem à pedagogia dos multiletramentos.
This research, developed within the Professional Master’s Program in Letras (ProfLetrasUNESP) and with the scholarship from the Coordination for the Improvement of Higher Education Personnel – Brazil (CAPES), seeks to align the work with speech genres (BAKHTIN, 2000; 2016) in the teaching of the Portuguese language to the pedagogy of multicourses (ROJO, 2013) and the elaboration and analysis of a teaching prototype (ROJO, 2012, 2013; 2017) for students in the 8th year of Elementary School in two public schools in the state of São Paulo. The teaching prototype addresses the multisemiosis presence in Portuguese teaching, with statements (works) by and about Frida Kahlo, a Mexican painter exponent of feminism and magical surrealism in Latin America, approximating to the Brazilian exponent of painting from the same period, Tarsila do Amaral. Pictorial statements of Tarsila do Amaral – “A Negra” (1923), “Maternidade” (1932) e “Operários” (1933); and from Frida Kahlo – “Umas facadinhas de nada” (1935), “Mi Nana y Yo” (1937), “As duas Fridas” (1939) and “O veado ferido” (1946), are understood in dialogue with other statements in the construction and understanding of assumptions of feminisms and have the purpose of addressing the different processes of constitution of social identities. Key concepts from Bakhtin's theory and his Circle support the verbivocovisual analysis (PAULA, 2017a; PAULA; SERNI, 2017; PAULA; LUCIANO, 2020a; 2020b; 2020c; 2020d) in understanding the statements as a whole and that generate speeches inside and outside the classroom. The proposal was adequate for theoretical research and the proposition of a teaching prototype designed for the teacher to draw Portuguese language teaching closer to feminist themes. The result is an interactive digital teaching material (a navigable PDF) (ROJO, 2012), consisting of several teaching prototypes (ROJO, 2012; 2013; 2017), entitled The wings I want! The proposal aims to discuss and reflect the formation of gender identities based on the comparison between life, art, and science. As the prototype is digital, its material is adapted to technologies and the use of multi modalities. The digital teaching material The wings I want! is a way to discuss differences and social identities in the classroom, seeking transformative practices aimed at the pedagogy of multi-tools.
This research, developed within the Professional Master’s Program in Letras (ProfLetrasUNESP) and with the scholarship from the Coordination for the Improvement of Higher Education Personnel – Brazil (CAPES), seeks to align the work with speech genres (BAKHTIN, 2000; 2016) in the teaching of the Portuguese language to the pedagogy of multicourses (ROJO, 2013) and the elaboration and analysis of a teaching prototype (ROJO, 2012, 2013; 2017) for students in the 8th year of Elementary School in two public schools in the state of São Paulo. The teaching prototype addresses the multisemiosis presence in Portuguese teaching, with statements (works) by and about Frida Kahlo, a Mexican painter exponent of feminism and magical surrealism in Latin America, approximating to the Brazilian exponent of painting from the same period, Tarsila do Amaral. Pictorial statements of Tarsila do Amaral – “A Negra” (1923), “Maternidade” (1932) e “Operários” (1933); and from Frida Kahlo – “Umas facadinhas de nada” (1935), “Mi Nana y Yo” (1937), “As duas Fridas” (1939) and “O veado ferido” (1946), are understood in dialogue with other statements in the construction and understanding of assumptions of feminisms and have the purpose of addressing the different processes of constitution of social identities. Key concepts from Bakhtin's theory and his Circle support the verbivocovisual analysis (PAULA, 2017a; PAULA; SERNI, 2017; PAULA; LUCIANO, 2020a; 2020b; 2020c; 2020d) in understanding the statements as a whole and that generate speeches inside and outside the classroom. The proposal was adequate for theoretical research and the proposition of a teaching prototype designed for the teacher to draw Portuguese language teaching closer to feminist themes. The result is an interactive digital teaching material (a navigable PDF) (ROJO, 2012), consisting of several teaching prototypes (ROJO, 2012; 2013; 2017), entitled The wings I want! The proposal aims to discuss and reflect the formation of gender identities based on the comparison between life, art, and science. As the prototype is digital, its material is adapted to technologies and the use of multi modalities. The digital teaching material The wings I want! is a way to discuss differences and social identities in the classroom, seeking transformative practices aimed at the pedagogy of multi-tools.
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Palavras-chave
Dialogismo (Análise literária), Feminismo, Kahlo, Frida, 1907-1954, Amaral, Tarsila do, 1886-1973, Dialogism (Literary analysis), Feminism