Michelle Bocchi Gonçalves

Teatralidade e Performance na pesquisa em Educação: do corpo e da escrita em perspectiva discursiva

O texto pretende fazer uma reflexao sobre a pesquisa em Educacao, a partir nas nocoes de corpo teatralizado/performatico e escrita teatralizada/performatica, dimensionando os conceitos de Teatralidade e Performance como dispositivos poetico-discursivos para a compreensao de diferentes fenomenos que interessam a esfera educacional. A ancoragem teorica, que perpassa todo o texto, tem nos estudos do discurso e da linguagem sua centralidade investigativa, apontando, sem a pretensao de interseccao entre correntes teoricas, contribuicoes da Analise do Discurso de linha Francesa e da Analise Dialogica do Discurso, quando estas se deparam com o carater prismatico de objetos e problematicas da pesquisa em Educacao. * * * The text intends to make a reflection on the research in Education, starting from the notions of theatrical/performative body and theatrical/performative writing, dimensioning the concepts of Theatricality and Performance as poetic-discursive devices for the understanding of different phenomena that interest the educational sphere. The theoretical anchorage, which runs through the whole text, has in the studies of discourse and language its investigative centrality, pointing out, without the pretension of intersection between theoretical currents, contributions of the Discourse Analysis of French Line and the Dialogical Analysis of the Discourse, when these are they encounter the prismatic character of objects and problems of research in Education.

Indigenous Knowledge and Teachers’ Professional Development in a West Brazil Context

This chapter discusses a teacher professional development program experience realized in West Brazil with a group of indigenous teachers of Terena ethnicity living in traditional villages and using Terena’s language. The initial goal was to fulfill the demands of a mitigation implementation plan regarding the construction of the road that crosses the area of more than 15 indigenous villages. The area is a giant wetland of about 250,000 km². The focus was on environmental issues related to the road, especially the bumps on wild animals. The program was built around two major concepts: culturally responsive teaching and resistance, with which we created a professional development program in three steps – (a) understanding teachers’ needs and requirements, (b) addressing teachers’ immediate needs, and (c) empowering and developing teacher autonomy. We start the chapter by presenting the context of the study and the teacher education program with the two concepts and three steps; we show how we used a Terena’s mythical entity of Whistler to interconnect environmental issues, traditional culture, and school topics. Then we discuss some results using Michel Pecheux Discourse Analysis.