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Authors
Advisor(s)
Abstract(s)
Este é um artigo escrito na primeira pessoa e adopta uma perspectiva literária, essa
mesmo tão defendida por Elliot Eisner, a partir da qual ele, tal como eu, acreditava ser
também possível narrar ciência. Por isso, nem Eisner nem Max Van Manen, esse
fenomenólogo da educação enquanto experiência vivida, aparecerão a pontuar o meu
texto. Mas declaro solenemente que este texto é-lhes devedor da sua substância
implícita. Consequentemente, é um texto limpo e vivo, sem vozes de teóricos mortos,
que é o mesmo que dizer sem bibliografia. Logo, perigosamente, anti-acadêmico nesse
sentido de ter que estar polvilhado de referências, citações e outras meta-narrativas para
se considerar “científico”. Busca a coerência da originalidade e é precisamente consciente
que a vida de cada um é única e irrepetível. E julgo ser na ligação entre estes
fragmentos que se encontrará talvez a resposta ao desafio lançado pela Revista: como
nos tornamos arte educadores.
Abstract This is an article written in the first person and adopts a literary perspective, that one greatly defended by Elliot Eisner, from which he, like myself, believed it was also possible to narrate science. Therefore, neither Eisner nor Max Van Manen, this phenomenologist of education as a lived experience, will appear to punctuate my text. But I solemnly declare that this text is indebted to them of their implicit substance. Consequently, it is a clean and living text, without voices of the dead theoreticians, which is the same as saying without bibliography. It is, therefore, dangerously anti-academic in the sense of having to be sprinkled with references, citations and other meta-narratives to be considered "scientific." It seeks the coherence of originality and is precisely conscious that each one’s life is unique and unrepeatable. And I think that it was linking those fragments that the answer to the thematic challenge launched by this journal could be found: how we become art educators.
Abstract This is an article written in the first person and adopts a literary perspective, that one greatly defended by Elliot Eisner, from which he, like myself, believed it was also possible to narrate science. Therefore, neither Eisner nor Max Van Manen, this phenomenologist of education as a lived experience, will appear to punctuate my text. But I solemnly declare that this text is indebted to them of their implicit substance. Consequently, it is a clean and living text, without voices of the dead theoreticians, which is the same as saying without bibliography. It is, therefore, dangerously anti-academic in the sense of having to be sprinkled with references, citations and other meta-narratives to be considered "scientific." It seeks the coherence of originality and is precisely conscious that each one’s life is unique and unrepeatable. And I think that it was linking those fragments that the answer to the thematic challenge launched by this journal could be found: how we become art educators.
Description
Keywords
Infância Escolarização Ruralidade Autobiografia Childhood Schooling Rurality Autobiography
Citation
Charréu, L. (2018). Infâncias, quadrinhos e ruralidade: Quatro fragmentos das histórias que vivi para me tornar no que sou. Revista Digital do LAV, 11(2), 135-146. doi:http://dx.doi.org/10.5902/1983734833901