Poetry slam na escola: embate de vozes entre tradição e resistência
Carregando...
Arquivos
Data
2018-02-16
Autores
Viana, Lidiane
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação pensa a respeito do embate de vozes que existe no interior da escola, entre os discursos que representam a tradição escolar ou a força ideológica dominante e os discursos de resistência, entendidos como as vozes dos estudantes dentro deste processo dialético e dialógico, a partir do estudo de caso, em uma turma de 6º. ano, em uma escola estadual, da cidade de Tarumã/SP. Deste embate, o que se observa é um processo de apagamento da voz do aluno, um silenciamento gerado pela predominância da voz sistêmica e dominante, reproduzida pelo professor em sala de aula. Frente a este contexto, encontramos no poetry slam um espaço em que o aluno pode proferir os seus discursos, de acordo com suas idiossincrasias, reconhecendo que a escola também é o lugar da livre reflexão, da pluralidade de pensamento e da arte. Desse modo, neste trabalho buscamos (i) observar como se dá o embate de vozes dentro da escola e analisar como os jovens estudantes colocam-se frente a uma situação escolar em que são convidados a expressarem sua voz; (ii) estimular a escrita de enunciados autorais, de cunho poético-literário, reconhecendo o estudante também como sujeito autor; (iii) proporcionar ao aluno um contexto real de produção, circulação e apreciação estética de enunciados. A partir das atividades desenvolvidas por meio do poetry slam ou batalha de poesia, também analisamos de que maneira os discursos dos alunos foram arquitetados em suas poesias, com relação ao conteúdo temático, forma composicional e estilo. Fundamentamos nossa análise nos estudos do círculo de Bakhtin, sob a perspectiva dialético-dialógica de análise do discurso, portanto. Discutem-se as concepções de gêneros discursivos, voz social, ideologia, responsividade e estética, principalmente para pensar a respeito do ensino público de língua portuguesa e como este pode reforçar o silenciamento dos alunos ou, por outro lado, tornar-se um espaço de possibilidade discursiva. Reflete-se ainda sobre a concepção de poesia, sua função social, a sua presença no cotidiano escolar, bem como a sua relação com os cânones literários. Nossa metodologia, também calcada nos estudos bakhtinianos, contempla os conceitos de alteridade, silêncio e voz, cronotopo e exotopia. Os resultados obtidos mostram que, apesar da resistência oferecida pelo sistema de ensino, é possível construir espaços que privilegiam a voz dos estudantes no ambiente escolar
The concerning of this dissertation is think about the clash of voices that exists inside the school, between the discourses that represent the school tradition or within the dominant ideological strength. That voices can be seen as resistance discourses, understood as voice of students within this dialectical and dialogical process, from of a case study, in a class of 6° year, in a State School, at the city of Tarumã / SP. From this clash of voices, what is observed is a process of erasing the student's voice, a silencing generated by the predominance of the systemic and dominant voice, reproduced by the teacher in the classroom. Against this background, we find in poetry slam a space in which the student can utter his speeches, according to his idiosyncrasies, recognizing that the school is also the place of free reflection, plurality of thought and art. Thus, in this work we seek to (i) observe how the clash of voices within the school occurs and analyze how young students put themselves in front of a school situation in which they are invited to express their voice; (ii) stimulate the writing and production of authorial poetic-literary utterances, recognizing the student also as subject author; (iii) provide the student a real context of production, circulation and aesthetic appreciation of this kind of utterance. From the activities developed through the poetry slam or battle of poetry, we also analyze how the students' discourses were architected in their poetry, in relation to the thematic content, compositional form and style. We base our analysis on Bakhtin's circle studies, from the dialectical-dialogical perspective of discourse analysis. Conceptions of discursive genres, social voice, ideology, responsiveness and aesthetics are discussed, mainly to think about public Portuguese-language teaching and how this teaching can reinforce students' silencing or, on the other hand, become a space for discursive possibility. This work also discusses on the conception of poetry, its social function, its presence in the daily school life, as well as its relationship with the literary canons. Our methodology, also based on the Bakhtinian studies, include the concepts of alterity, silence and voice, chronotope and exotopia. The results obtained show that, despite the resistance offered by the education system, it is possible to construct spaces that favor the voice of students in the school environment
The concerning of this dissertation is think about the clash of voices that exists inside the school, between the discourses that represent the school tradition or within the dominant ideological strength. That voices can be seen as resistance discourses, understood as voice of students within this dialectical and dialogical process, from of a case study, in a class of 6° year, in a State School, at the city of Tarumã / SP. From this clash of voices, what is observed is a process of erasing the student's voice, a silencing generated by the predominance of the systemic and dominant voice, reproduced by the teacher in the classroom. Against this background, we find in poetry slam a space in which the student can utter his speeches, according to his idiosyncrasies, recognizing that the school is also the place of free reflection, plurality of thought and art. Thus, in this work we seek to (i) observe how the clash of voices within the school occurs and analyze how young students put themselves in front of a school situation in which they are invited to express their voice; (ii) stimulate the writing and production of authorial poetic-literary utterances, recognizing the student also as subject author; (iii) provide the student a real context of production, circulation and aesthetic appreciation of this kind of utterance. From the activities developed through the poetry slam or battle of poetry, we also analyze how the students' discourses were architected in their poetry, in relation to the thematic content, compositional form and style. We base our analysis on Bakhtin's circle studies, from the dialectical-dialogical perspective of discourse analysis. Conceptions of discursive genres, social voice, ideology, responsiveness and aesthetics are discussed, mainly to think about public Portuguese-language teaching and how this teaching can reinforce students' silencing or, on the other hand, become a space for discursive possibility. This work also discusses on the conception of poetry, its social function, its presence in the daily school life, as well as its relationship with the literary canons. Our methodology, also based on the Bakhtinian studies, include the concepts of alterity, silence and voice, chronotope and exotopia. The results obtained show that, despite the resistance offered by the education system, it is possible to construct spaces that favor the voice of students in the school environment
Descrição
Palavras-chave
Poetry slam, Batalha de poesia, Embate de vozes, Círculo de Bakhtin, Ensino de língua portuguesa, Battle of poetry, Clash of voices, Bakhtin's Circle, Portuguese language teaching