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“Por que Fanon? Por que agora?”: Frantz Fanon e os fanonismos no Brasil
(Universidade Federal de São Carlos, 2015-09-03) Faustino, Deivison Mendes; Silvério, Valter Roberto; https://lattes.cnpq.br/9421231847055027; https://lattes.cnpq.br/1381425552378145
This paper discusses the different ways, uses and appropriations of the thought of Frantz Fanon in Brazil between the 1950s and the present day. The study approaches Wynter (1999) and Gordon (2015) to identify the perspective of sociogenesis the structural axis of fanoniano theoretical status, and Hall (1996) and Sekyi-Otu (1996) to recognize the author's thought the open joint and not completed theoretical and various political elements. From this evidence, it argues that the legacy of Fanon is claimed differently by different theoretical aspects, and sometimes conflicting. In Brazil, the reception of Fanon occurred under the influence of the third Worldism revolutionary and its focus on Les Damnés de la terre. Providing both the players connected to the left as readers more attuned to the black movement, a guided appropriation the polarization between colonizer and colonized and affirmation of identity (national or black) as opposed to colonization. But the contemporary period, marked by a growing interest in the reflections of Fanon, is structured by a greater diversity of approaches and theoretical focus, setting six sub-fields: 1.Estudos Postcolonial and the Diaspora; 2. Negritude; 3. Decolonial; 4. Whiteness; 5. Psychology; 6. National Ethos.
Aprendendo a ensinar : as narrativas autobiográficas no processo de vir a ser professora
(Universidade Federal de São Carlos, 2015-09-03) Martins, Rosana Maria; Oliveira, Rosa Maria Moraes Anunciato de; https://lattes.cnpq.br/3064136997342775; https://lattes.cnpq.br/0099631864718875
The current research lies in the discussions about teacher training in collaborative context which involves online learning communities, specifically in the constitution of the teaching identity of future teachers in the early years and the teaching insertion in the first year of professional career. For its development, it started with production readings which advocate that training must contemplate, through the lived and narrated experiences, situations of reflection and questioning the historical, social and political contexts in which they were and are forming teachers, providing discussions of certain practices and projecting to others, in an interwoven process of the histories, knowledge, processes and rituals. Among several education training courses that propose to support the professional development of primary school teachers, at different phases of their lecturer career, with the auxiliary of experienced professionals from public schools and university, lies in the Teacher Gateway of the Federal University of São Carlos (UFSCar), the online extension course - 2013 which is linked to this doctoral thesis. The course-titled "Narratives of Education in Mathematics and Portuguese Language - 2013" and it was developed in an online learning community, via the internet. The purpose of the course privileged collaboration among peers, questioning, reflection, research, educational planning and collaboration through narratives about the own process of the undergraduates training in Pedagogy, focused on meaningful experiences of schooling, training, especially with the Portuguese Language and Mathematics disciplines. Participants selected for the course are undergraduating women in the last year of Pedagogy and teachers up to three years teaching experience. It consists itself in a study centered on the investigations about the self-written - with the narratives of education and professional narratives - , as a practice teacher training. This is the research scene which seeks to understand how the undergraduate women, still in beginning education, signaling in their autobiographical narratives, the evidence of the constitution of the teaching identity and its unfoldments in professional practice that begins, especially the learning built in an online learning community. The interpretative-comprehensive analysis of education narratives, aim at that learning in an online learning community were significant, give place to new experiences that emerge in the own live, doing and experiment. The results indicate that the online extension course - 2013 led collaborative moments set out in online forums; construction of knowledge about teaching and being a teacher as fundamental attitudes of the educational process; deepening of the reflection process on their own stories; practice records on experiences; sharing with peers pedagogical practices developed at school. These and other learnings enabled the constuction of the artifact of scholarship. The study of autobiographical narratives produced and discussed in an online learning community, showed how this process contribuites to the constituition of the teaching professional identity and professional development that reveal themselves in constant tension on a continuum.
Programação na televisão pública : uma análise da TV Brasil
(Universidade Federal de São Carlos, 2015-09-03) Severino, Tiago Nunes; Paiva, Samuel José Holanda de; https://lattes.cnpq.br/7222933274927263; https://lattes.cnpq.br/1365205079065405
This research is an analysis of TV Brasil’s schedule. The channel belongs to the Brazil Communications Company (EBC), which began to be broadcasted in December 2007. Its creation is the result of a project by the Ministry of Culture, Communications, the Department of Social Communication of the Presidency and civil society entities. TV Brasil’s scheme counted on debates in the National Forum on Public TV and also in the political field, as the Brazilian Congress. From these aspects, the research seeks to understand how a political project is reflected in a program schedule. The methodological approach requires an understanding of a television program schedule’s formatting mode, according to Jost (2007), Mittel (2004) and Wolton (1996), and also by factors that guide the scheduling of a public TV from observing examples, such as England’s BBC, and Chile’s TVN. Historicizing the time of TV Brasil’s creation allow us to view its project and intentions around its various spheres. With this is possible to observe the schedule with a wider look. It was found that the channel's debut in December 2007 happened abruptly and aimed to give a boost to the conversion into law of the Provisional Measure 398, which created the EBC. In terms of flow, the analysis of schedule shows that TV Brazil is a “geralista” TV station, which practice the “paleotelevisão” model and has a joint programmatic profile, among other aspects, the idea of complementary programs than is broadcasted in the private system and focused, mainly, for social minorities.