Name: ERNANDES DE OLIVEIRA PEREIRA
Type: PhD thesis
Publication date: 15/03/2019
Advisor:
Name |
Role |
|---|---|
| GISELE GIRARDI | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| GISELE GIRARDI | Advisor * |
| IGOR MARTINS MEDEIROS ROBAINA | Internal Examiner * |
| SOLER GONZALEZ | External Examiner * |
Summary: This study was developed at the Federal Institute of Education, Science and
Technology of Espírito Santo, in the environment of the Geographic Cartography and
Socio-spatial Management Laboratory. It started with the following problems: how to
enable the immanence of other geographies of space and place beyond textbooks,
cliché images that restrict the students' thinking? As the language of art, can it
mobilize other ways of thinking about space and place in the educational context?
Faced with these questions, the following hypothesis was raised: the languages of
art, such as photography and poetry, mobilize students' thinking about space and
place, transcending textbooks, official images of places, allowing the immanence of
other possibilities of geographies, from an invention perspective. In order to ratify this
premise, the adopted methodology was anchored in cartography, as a process of
monitoring the production of maps (other geographies) during and after experiments
with the languages of the arts. Therefore, emotional reactions, discourses, drawings
and artistic creations of the students themselves, in the field of photography and
poetry, served as important elements for analysis in the light of the philosophy of
difference of Gilles Deleuze and Felix Guattari. It was a singular journey of a teacher
marked by many movements of paradigms. In that, the notions of space and place of
textbooks, terrestrial globes, school atlas, seen as mere surfaces that support
events, have been overcome. A brief journey, that took place in the Espírito Santo
region, WHERE the homogeneous image of the suffering and overcoming of the
European immigrant overlies and erases other possibilities of trajectories, such as
that of the indigenous and Afro-descendants whose ancestors were enslaved in
former Portuguese farms. A journey marked by the posture of the foreigner as
cartographer that accompanies the creative and subjective processes of the students
when mobilized by the violent forces of the signs of the languages of art as poetry
and photography. A journey that seeks to open connections, ruptures and
possibilities so that other geographies can emerge within the educational
environment.
