Banca de DEFESA: EDUARDO ANTONIO BARBOSA DE MOURA SOUZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : EDUARDO ANTONIO BARBOSA DE MOURA SOUZA
DATE: 14/04/2023
TIME: 14:00
LOCAL: https://us04web.zoom.us/j/76986821777?pwd=rJV4jk3KL3yh9cVpk8t1dKt2Natabi.1
TITLE:

“Share experiences and learn things”: Students‘ (pre)occupation in the undergraduate industrial arts graphic design at IFPE as emancipatory education

KEY WORDS:

Critical pedagogy. Emancipatory education. Design education. Graphic design.

PAGES: 225
BIG AREA: Ciências Sociais Aplicadas
AREA: Desenho Industrial
SUMMARY:

This thesis reports the experience of emancipatory education carried out in the graphic design technology course at IFPE – Campus Recife over three editions of préocupe, a cycle of autonomous student workshops. In the Introduction, we characterized neoliberal education as predominant and presented contrary initiatives, national and international, including in design education. Then, as participant researcher reports, each of the three chapters records the development process of an edition of préocupe, which took place between December 2019 and May 2021. Thus, they follow the following structure: in the first section, we list elements of the context who informed each process; in the second, we present a theoretical foundation to analyze the experience; and, in the third, we articulate the reference to what we collectively develop through preoccupy. In Chapter one, we deal with the realization of the first preoccupy, which took place on December 13 and 14, 2019. Based on the philosophy of Jacques Rancière, we argue that students created a new sharing of the sensitive by transforming the stultifying theatricalization of the classroom setting. class in an emancipatory theatricalization. In Chapter two, we tell how an autonomous commission of students was formed to carry out the second pre-occupy, which took place on February 13 and 14, 2020. We defend that, through the organization of the event, they exercised their autonomy, as conceptualized by Paulo Freire . Therefore, this process started the construction of a pedagogical community and a collective subjectivity. In Chapter three, we report on the realization of the remote event during the Covid-19 pandemic and argue that there was an unspoken rule in the pedagogical space that “teachers teach and sudents learn”, to which students responded with another statement: “create an environment that people feel comfortable sharing experiences and learning things”. The formulation of this statement was the result of a political research process, as outlined by Sylvain Lazarus. Finally, in the Concluding remarks, we seek to articulate our experience with other theories about education that also prioritize an aesthetic approach. After exposing the powers and possible developments of our research, we characterize the contradiction of the teacher’s craft in search of emancipatory education: the need for permanent incompleteness and uncertainty.

 

COMMITTEE MEMBERS:
Externa à Instituição - SÂMIA BATISTA E SILVA - UFPA
Externa à Instituição - BARBARA JANE NECYK - UERJ
Externo à Instituição - ITALO LINS LEMOS - UFCA
Presidente - ***.426.594-** - EVA ROLIM MIRANDA - UFAL
Interna - 3089440 - MARIA CRISTINA IBARRA HERNANDEZ