LIVE - Culturas populares e educação literária na infância

Name: LIVE - Culturas populares e educação literária na infância
Uploaded: 2024-07-12T00:09:06.000Z
Duration: 3 h 40 min 35 s

Introduction to the Live Seminar

Context and Purpose

The seminar is part of a series held in July 2024, organized by the Lei Sul initiative, involving the states of Paraná, Santa Catarina, and Rio Grande do Sul.

This live session follows two previous presentations on July 9th and 10th, aiming to conclude this cycle of discussions.

Participants

The session features Professor André Magre as the main speaker, following contributions from Professors Maria Laura and Liane in earlier sessions.

André Magre is introduced as a professor at the Federal University Fluminense with expertise in literature and education.

André Magre's Background

Academic Credentials

André holds degrees in Portuguese language and literature from the State University of Rio Grande do Norte, specializing in Literature and Education.

He has a Master's degree in Education and a Doctorate in Literary Studies from the Federal University of Minas Gerais.

Research Interests

His research focuses on topics such as counter-coloniality, contemporary Brazilian literature, literary education for children and youth, reading history, written culture, art education, pedagogical training, and research methodologies.

Focus on Oral Culture

Presentation Overview

André emphasizes oral culture's significance within educational contexts during his presentation.

He expresses gratitude for being invited to engage with educators from Southern Brazil about popular cultures related to reading and writing in early childhood education.

The Importance of Reading for Children

Key Quote Introduction

André begins with a quote from Evel Cabre cited by Yolanda Reis regarding why we read to children.

Insights on Reading Practices

The act of reading is not solely aimed at creating proficient readers but also helps children discover that texts hold multiple meanings requiring personal interpretation.

Challenging Preconceptions

There are common misconceptions about needing literacy skills before engaging with written culture; however, participation in linguistic life enriches children's future capabilities.

Broader Educational Goals

Engaging children with literature should focus on broader educational experiences rather than just developing technical reading skills.

Understanding the Role of Literature in Early Childhood

The Importance of Literary Engagement

Engaging with various literary texts during early childhood allows children to participate in cultural and artistic life, shaping their human experiences and identities.

As children engage with culture and art, they also appropriate different forms and materialities of language, becoming active subjects of language.

Literary texts—both oral and written—offer children possibilities for self-exploration, imagination, and envisioning alternative ways of living.

Language as a Tool for Identity Formation

The power of literary texts lies in helping children understand who they are while contemplating what they can become through language.

This concept aligns with Lacan's ideas about the limitations of language in fully representing desires, fears, joys, dreams, and intentions.

Confronting the Limits of Expression

There exists a gap between reality and our desires that cannot be fully expressed through language; this silence is significant in literary education.

The challenge within literary experiences is to provide children with tools to navigate both the richness of language and its inherent limitations.

Literature as a Right for Children

Access to literature should be considered a right for young children; it invites them to explore possibilities beyond immediate realities before formal literacy begins.

Quality literary texts create interruptions in routine life, allowing moments of reflection that enhance children's engagement with their surroundings.

The Impact of Quality Texts on Perception

Good literature captures attention by breaking monotony; it prompts readers to pause and reflect on their experiences differently.

Roland Barthes discusses how impactful texts compel readers to lift their heads from the page, engaging deeply with the content's emotional resonance.

Fostering Wonder Through Reading

Both adults and children experience wonder when confronted with powerful imagery or words; this reaction is crucial for developing an appreciation for literature.

Teaching reading involves instilling a sense of wonder towards art and language while moving away from routine thinking patterns.

The Necessity of Narrative in Human Experience

Understanding the Role of Narrative in Human Experience

The Necessity of Narratives

The speaker emphasizes that human experiences such as pain, cold, sleep, frustration, and excitement must be symbolized and represented through narratives.

Language is described as a co-creation; it invents us while we invent it. Narration is essential to express what we see and feel in our experiences.

The speaker argues that life without narrative is inconceivable; our identities are shaped by the stories we tell about ourselves and those shared with us.

Children's Narratives

Children create narratives in various forms, not always articulated traditionally. Engaging with their storytelling fosters new ways of expression.

Jorge Larossa's philosophy highlights that our sense of self arises from constructing and interpreting narrative texts within social contexts.

The Human Condition and Storytelling

It’s posited that narrating is an intrinsic human trait; sharing stories allows for exchanging perspectives on existence.

Storytelling transcends mere representation; it involves invention and recreation of narrative objects.

Cultural Perceptions: Popular vs. Elite

Initial Impressions of Popular Culture

The speaker invites reflections on popular culture, noting common associations with oral traditions, history, and community origins.

Popular culture often evokes images tied to folklore and collective memory, highlighting its roots in marginalized communities.

Teacher Training and Cultural Understanding

There’s a call for teacher training to integrate theoretical knowledge with practical pedagogical practices rather than reducing educators to mere executors of prescribed methods.

Power Dynamics in Cultural Representation

A critique emerges regarding how cultural education often perpetuates power imbalances between elite (erudite) versus popular cultures.

The discussion challenges binary distinctions between high culture (recognized by institutions like museums or universities) versus low culture (often dismissed), advocating for a broader understanding of cultural production.

Understanding Popular Culture and Its Implications

The Concept of Popular vs. Erudite Culture

The division between popular culture and erudite culture raises questions about power dynamics and elitism, positioning certain cultural expressions hierarchically.

Cultural hierarchies are influenced not just by aesthetic judgments but also by the economic benefits that cultural producers receive, highlighting a deeper socio-economic context.

There is a tendency to undervalue art produced outside major cultural events, reflecting biases against works created by marginalized groups or individuals.

Power Relations in Popular Culture

Understanding popular culture involves examining the power relations surrounding cultural objects and their creators, as "popular" is not a fixed identity but rather fluid and contextual.

The notion of "the people" is often oversimplified; it lacks recognition of diverse histories, cultures, and geographies that shape different communities.

Critique of the Term 'Popular'

The term "popular" creates an opposition to what is considered non-popular, necessitating critical reflection on its implications in educational contexts.

Cultural practices under the umbrella of "popular" are varied and cannot be generalized; each has unique rules and appreciation contexts.

Educational Perspectives on Popular Culture

Educators must challenge singular narratives about "the people," recognizing that these identities are complex and multifaceted.

Discussions around rescuing or preserving popular culture often imply it is endangered; however, understanding it requires engagement with its living practitioners rather than mere preservationist approaches.

Engaging with Diverse Cultures

Schools should focus on knowing those who create popular culture instead of merely attempting to preserve it; this fosters genuine connections between students and cultural producers.

Recognizing that popular culture consists of contributions from various individuals helps children develop a nuanced understanding free from stereotypes.

Diversity Among Children’s Experiences

It’s crucial to acknowledge the diversity among children’s experiences rather than assuming a monolithic childhood experience across different socio-economic backgrounds.

Caution against narratives promoting a single model child or childhood experience; such views can lead to harmful stereotypes.

The Danger of Single Narratives

Chimamanda Ngozi Adichie's concept of “the danger of a single story” illustrates how oversimplified representations can create incomplete understandings of cultures.

Understanding Stereotypes and Cultural Identity

The Concept of "The People"

The speaker discusses the problematic portrayal of "the people" as a monolithic group, often characterized by poverty and ignorance, which perpetuates stereotypes.

There is an emphasis on how these stereotypes simplify complex identities, suggesting that the public often lacks participation in nuanced discussions.

Regional Identity and Diversity

The speaker identifies as Potiguá from Rio Grande do Norte, highlighting personal experiences that contrast with generalized views of the Northeast region.

The Northeast is described as diverse, comprising nine states with unique cultural traditions, yet it is often oversimplified into a single narrative.

Dangers of Stereotyping

Common stereotypes depict all Northeasterners as sharing identical cultural practices (e.g., enjoying forró or cuscuz), ignoring individual differences.

Media representations contribute to rigid identities that limit understanding; instead of recognizing fluidity in identity, they create fixed boundaries.

Implications for Education

Stereotypes can lead to misconceptions about literature and culture; acknowledging diversity within cultures is crucial for educational practices.

It’s essential to recognize multiple narratives rather than accepting a singular story or theme in children's literature.

Rethinking Educational Approaches

Educators should aim to present popular cultures in ways that challenge preconceived notions rather than reinforce them.

The concept of "making within life" emphasizes integrating literature into everyday experiences rather than treating it merely as preparation for future tests or careers.

Literature's Role Beyond Instrumentalism

Education should transcend mere skill acquisition; it must engage with deeper human experiences and meanings found in literature.

A reference to a film titled "Dias Perfeitos" illustrates the beauty found in ordinary life, reinforcing the idea that education should celebrate simplicity and depth.

Exploring the Relationship Between Education and Popular Culture

The Importance of Community Engagement in Education

The speaker emphasizes the need to bring popular cultures into schools, suggesting that educators should learn from communities rather than just teaching them.

Children can engage with local cultural practices through storytelling and community interactions, enhancing their learning experience.

Proposes field trips to various community settings (e.g., quilombola or indigenous communities) to broaden children's understanding of different cultures.

Addresses concerns about children's age appropriateness for such experiences, asserting that young children are capable of engaging with new ideas and experiences effectively.

Highlights the broader goal of education: helping children explore and understand the world they inhabit.

Understanding Popular vs. Erudite Literature

Discusses Paulo Freire's concept of "reading the world," which encompasses more than just written texts; it involves understanding one's place in society.

Critiques how certain cultural expressions (like cordel literature) are labeled as "popular" while others become commodified and lose their original context when adapted by mainstream authors.

Illustrates this point using examples from literature, noting how high-quality publications often detach from their popular roots despite being inspired by them.

Explains that a rigid division between popular and erudite culture reflects deeper societal hierarchies regarding who creates culture and who consumes it.

Uses Fernando Vilela's book "Lampeão e Lancelote" as an example of how popular forms can be reinterpreted but may not be recognized as such due to production quality.

Collective Experiences in Learning

Argues against a narrow definition of popular literature based solely on physical attributes like paper quality or binding style, advocating for a broader understanding of cultural value.

Emphasizes that true engagement with culture involves recognizing diverse forms beyond traditional definitions, including those produced in less formal contexts.

Stresses the importance of collective experiences for children, highlighting activities like storytelling sessions that foster connections among peers and community members.

Suggesting that these collective experiences help reshape children's relationships with themselves and others beyond mere verbal communication.

Literary Education and the Role of Popular Culture

The Impact of Literary Texts on Children

Popular literary texts have a unique ability to connect children with the world, fostering emotional engagement and playfulness.

Different types of texts enhance verbal expression while also promoting silence, listening, and patience—skills crucial for children's development.

Exposure to literature teaches children to manage their emotions in a world dominated by instant gratification from technology.

The Importance of Silence and Listening

Literature can cultivate essential human traits such as silence, listening, and waiting, which are increasingly rare in today's fast-paced digital environment.

These qualities help children navigate a disconnected world where they often feel lost without constant visual stimuli from social media.

Misconceptions About Popular Culture

There is a tendency to view popular culture as lifeless or merely nostalgic; however, it remains vibrant and relevant today.

Recognizing that popular culture is alive challenges the notion that it belongs solely to the past or is unchanging.

The Evolution of Cultural Practices

Cultural practices should not be seen as static; they evolve over time through interaction with contemporary society.

A conversation with a cordelista highlights misconceptions about the appreciation for beauty within popular culture—people often assume practitioners do not desire refinement in their work.

Tradition vs. Modernity in Literature

Traditions must adapt to survive; literature like cordel continues to thrive because it engages with both historical roots and modern contexts.

Emphasizing that traditions are dynamic allows for richer educational experiences that reflect current realities rather than outdated norms.

Promoting Diversity in Literary Experiences

Schools should create spaces for diverse literary experiences that encompass various artistic expressions and cultural backgrounds.

A broader range of texts leads to more complex understandings of the world among children, enhancing their participation in society.

Biodiversity in Literature

Advocating for biodiversity in literature means including works from different regions and authors to enrich children's perspectives.

Exploring Aesthetic and Ethical Education

The Role of Literature in Education

The speaker emphasizes the importance of aesthetic and ethical education, suggesting that genres like cordel literature and oral tradition stories can enhance this educational experience.

Reading is described as a performative act; educators must bring texts to life rather than merely decoding them for students.

While spontaneous reading may occur due to the dynamic nature of school life, careful planning is essential for effective literary experiences.

Understanding Popular Culture and Language

The speaker argues against viewing oral traditions as purely popular culture while written forms are seen as erudite; both forms coexist and interact within communities.

There is a need to challenge the reductionist view that equates popular culture solely with oral expression, highlighting the diverse ways people engage with writing across different contexts.

Performance in Reading

The speaker introduces a specific cordel text by Antônio Francisco, illustrating how performance influences children's engagement with literature.

Emphasizing the fluidity of cultural expressions, the speaker notes that popular culture should not be viewed as static or homogeneous but adaptable to various audiences.

Nature and Resistance in Cordel Literature

The narrative begins with vivid imagery from nature, reflecting on resilience amidst adversity in arid landscapes.

Through poetic descriptions, themes of beauty and struggle are intertwined, showcasing how nature serves as a symbol of resistance for local communities.

Animal Perspectives on Human Impact

In an imaginative dialogue among animals under a juazeiro tree, they express concerns about environmental degradation caused by humans.

Discussion on Animal Perspectives and Human Behavior

The Animals' Meeting

The narrative begins with animals expressing their frustrations about human behavior, particularly highlighting the irrationality of humans compared to themselves.

A dog shares its thoughts, emphasizing that humans often engage in negative actions like war and cruelty, while they receive mistreatment (e.g., rabies vaccinations).

The bat reflects on its inability to voice opinions but acknowledges that humans have provided them with shelter despite their flaws.

The speaker contemplates the aftermath of the meeting, noting a lack of evidence of animal presence, suggesting a disconnect between animal experiences and human awareness.

The speaker appreciates the poem's creativity and its connection to children's literature where animals symbolize deeper truths about humanity.

Importance of Oral Narration in Education

Iolanda Reis discusses how oral narration allows children to engage with language structures beyond mere storytelling; it fosters an understanding of writing laws.

Children learn from observing reading patterns—pauses, intonations—which enriches their comprehension of language complexity.

This learning process is crucial for early education as it helps children recognize the depth of language beyond everyday speech.

Adult narratives provide children with diverse linguistic experiences that contrast immediate spoken communication, enhancing cognitive development.

Stories can empower or dehumanize; they shape perceptions and identities. It's essential to use stories responsibly to avoid stereotypes.

Recommendations for Further Reading

Suggested readings include "A Casa Imaginária" by Yolanda Reis, which is highly recommended for educators working with young children.

"Primeiras Leituras: Arte e Cultura na Primeira Infância," organized by Fabíula et al., emphasizes early exposure to art and culture in childhood education.

"Literatura Infantil e Juvenil," edited by Marta and Jéssica Tolentino, provides insights into children's literature's role in education.

"Cultura Popular no Brasil" by Marcos and Maria Inálla challenges traditional views on folklore and popular culture in Brazil.

Narratives of Oral Tradition in Brazil

Overview of Brazilian Literature and Oral Traditions

The speaker discusses the collection of oral narratives in Brazil, particularly in Bahia, where stories are recorded and published as books, allowing them to reach a wider audience.

Highlights notable works such as "Bento Vento Tempo" by Estênio Gardel and Nelson Cruz, emphasizing its beauty and recent release.

Mentions Ricardo Azevedo's "Contos de Espanto e Alumbramento," along with other significant texts that explore folklore and traditional tales.

The speaker apologizes for extending their talk beyond the allotted time while inviting further discussion on these literary topics.

Engagement with Participants

The speaker reminds participants that previous sessions are recorded and available for later viewing, encouraging continued engagement with the material.

Notes that there is no attendance list for the sessions but acknowledges the enthusiastic participation from various educators across different regions.

Discussion on Cultural Representation in Education

Acknowledges applause during a presentation of poetry, indicating strong engagement from attendees who share diverse experiences.

Introduces a question from Camila Rebelato regarding the predominance of international (especially American) culture in private schools compared to local cultures.

Reflection on Cultural Diversity

Discusses how mass production influences cultural exposure in education, questioning why students have more access to foreign cultures than their own.

Emphasizes the importance of recognizing migrant children's experiences within educational contexts, suggesting this could enrich cultural discussions.

Strategies for Enhancing Cultural Exposure

Proposes integrating diverse literature from various countries into curricula to broaden students' perspectives beyond dominant Western narratives.

Encourages educators to include texts from multiple global traditions to foster understanding and appreciation among children for different cultures.

Importance of Migrant Narratives

Exploring Bibliodiversity in Education

The Importance of Bibliodiversity

The speaker emphasizes the need to embrace bibliodiversity, avoiding ethnocentrism by not limiting educational experiences to Brazilian literature alone.

Acknowledgment of the diverse perspectives and experiences that children should learn from, fostering relationships with the world around them.

Engaging with Art and Language

Eloí raises a question about teaching "espanto" (wonder or astonishment) through art and language, highlighting its significance in education.

The discussion reveals that bibliodiversity enriches children's exposure to various text genres, illustrations, and themes, enhancing their learning experience.

Confronting Differences

As children encounter diverse materials in both school and home environments, they are confronted with differences that provoke wonder.

The concept of "espanto" is linked to encountering the unfamiliar; it encourages looking at things from new perspectives.

Learning from Children

The speaker notes that children have a unique ability to perceive the world with passion and curiosity, which adults can learn from.

Bibliodiversity plays a crucial role in fostering this sense of wonder among children by presenting them with varied viewpoints.

Cultural Participation in Education

A call for recommendations on literary works from local culture is made, emphasizing the importance of integrating local literature into education.

Discussion shifts towards how educators can facilitate children's engagement with cultural life beyond classroom walls.

Accessing Cultural Spaces

The speaker highlights that access to cultural spaces varies significantly depending on geographical location; urban areas may offer more resources than rural ones.

Suggestions include inviting local storytellers or community members who possess rich cultural knowledge into educational settings.

Experiential Learning Beyond Classrooms

Emphasis on taking children out of traditional classroom settings to experience culture firsthand—visiting museums or natural sites is encouraged.

Learning from the Community

The Role of Education in Community Engagement

The importance of mapping and understanding the surrounding community is emphasized, suggesting that schools can learn significantly from their local environments.

A reference to Bell Hooks' book "Learning from the Community" highlights the idea that education should be a collaborative process with others rather than a one-sided endeavor.

Dialogue and Reflection

Gratitude is expressed for Professor André's contributions, reinforcing the value of dialogue and interaction within educational settings.

The discussion reflects on how literature and diverse cultural elements enrich children's lives, expanding their understanding of the world.

Formative Power of Literature

Emphasis is placed on the formative power of literature, poetry, and various languages as tools for personal growth rather than mere instruments for learning.

The concept of 'affection' in education is introduced, suggesting that true learning fosters a sense of freedom and creativity beyond commercial constraints.

Collective Experience in Education

Acknowledgment of over 2,000 participants highlights the collective experience shared among educators during this event.

Participants are encouraged to engage with chat contributions to enhance future training sessions based on shared insights.

Final Reflections and Acknowledgments

Importance of Diverse Perspectives

Recognition is given to how literature can challenge preconceived notions and stereotypes about cultures, emphasizing diversity's role in education.

Discussion includes an appreciation for oral traditions like Cordel literature as a means to provoke thought and reflection among audiences.

Emotional Impact through Art

The emotional resonance created by reading Cordel poetry aloud illustrates its ability to critique human behavior while fostering empathy towards other life forms.

Appreciation for Collaborative Efforts

Thanks are extended to various teams involved in promoting literacy initiatives across regions, highlighting collaboration's significance in educational success.

Celebrating Artistic Contributions

The Journey of Creating a Poem

Reflections on Life Experiences

A good poem is described as the culmination of various life experiences, including years spent playing sports, studying languages, and personal relationships.

The speaker emphasizes that these experiences are not just random but contribute significantly to the depth and richness of poetic expression.

Acknowledgments and Gratitude

The speaker expresses gratitude towards André for his presence and contributions during the event.

Special thanks are given to Jocunda, Priscila, Peterson for their translation and interpretation efforts in Libras (Brazilian Sign Language).

Appreciation is extended to teachers from different regions who participated in the discussion.

Importance of Discussing Children's Reading Development

The conversation centers around the importance of fostering reading habits in children, highlighting it as a pleasurable topic to discuss.

The speaker notes surprise at the diverse audience attending from various parts of Brazil.

Understanding Emotions in Children

A question arises about whether moments of astonishment equate to enchantment; the speaker clarifies that they do not always align.

Astonishment can sometimes be uncomfortable or frightening rather than enchanting.

Navigating Emotional Experiences

The speaker advocates for allowing children to experience a range of emotions, including fear and sadness, rather than shielding them from these feelings.

It’s suggested that experiencing emotions helps children learn how to manage them effectively with adult support through guidance and conversation.

Trusting Children's Capabilities

There is an emphasis on trusting children's intelligence and strength as they navigate their world at their own pace.