doctoralThesis
O corpo negro na escola: trilhas de uma educação do sentir para pensar as relações étnico-raciais
Fecha
2020-02-27Registro en:
AQUINO, Maria Elizabete Sobral Paiva de. O corpo negro na escola: trilhas de uma educação do sentir para pensar as relações étnico-raciais. 2020. 237f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2020.
Autor
Aquino, Maria Elizabete Sobral Paiva de
Resumen
This thesis defends that the visibility of the black body at high school can be based on an education
that reveals the feeling in the field of ethnic-racial relations, considering esthesiology and
intercorporeality as references for pedagogical experiences at school. These phenomenological
references are configured by the possibility of considering a porous body, a body that surpasses the
biological and cultural split, which is crossed by sensations, motricity, lived experience, affections.
The work aims to describe and reflect on pedagogical experiences in the educational context by
considering ethnic-racial relations from an esthesiological perspective, as well as reflecting on the
meanings of the black from experiences shared with students and discussing ethnic-racial relations
in the school context focusing on the notions of esthesiology and intercorporeality. The
investigation is anchored in the phenomenological attitude of Merleau-Ponty as a theoreticalmethodological framework, based on the lived experience that situates the body, the other and the
sensitive in the process of knowledge. By redefining the black body in education through the
aesthetic experience of feeling with the other, focusing on phenomenology, implies relearning how
to see the black, because it is this body that feels, perceives and understands the presence of the
other. In addition to Merleau-Ponty, the pathos formula proposed by Aby Warburg, is also taken as a
methodological reference for the creation of boards with pictures that intend to incite the assembly
of times and senses, such as memory and empathy. To do this, the metaphor of a pathway is used to
unveil the educational experiences with high school students from IFRN, Ceará-Mirim campus, in
three situations: activities of the Cachos Group (formed by black students), meetings with
Quilombola Communities and film appreciation. With phenomenological reduction as a research
undertaking, the senses of the visibilities of the black body, ancestry and listening to the other are
unveiled. It is thinking about an education that is tangled with sensitivity whereby thinking and
feeling the black body in the world of all people produces an exchange of knowledge inscribed in
the experience from intercorporeity and esthesiology. Such knowledge is established in the
relationship with the other and reverberated in welcoming, complicity and respect to be cultivated
in the context of ethnic racial relations in education.