A boniteza do fazer juntos: pesquisa-ação como possibilidade para o protagonismo da professora, dos alunos e dos moradores da Marmelândia-Paraná

Abstract

This work sought to develop, together with 9th grade students. year of elementary school, in the public school in the countryside, where I work, an action research that sought to give visibility to the cultural practices and local knowledge of the residents of the Marmelândia community, providing opportunities for multi-tools. Thus, I developed, together with the students, a Multiliteracy Project entitled “The Boniteza do Fazer Juntos”, which gave us the opportunity to register, through the discursive genre literary memories, oral narratives about the life history of the residents of Marmelândia and the elaboration of a documentary about the memories of the residents of the community, to be presented to the local community and the school, in a cultural moment. As for the methodology, I adopted the qualitative / interpretive approach, the use of ethnography and, based on action research, I sought to describe the methods and data generation of this study. Thus, I highlighted that the data were generated by me and the students, as active subjects of the research. For that, we used the “field diary”, participant observation, open interviews and listening to the oral narratives of black residents, which were recorded on audio and video and photographed. The theoretical basis that founded it was Paulo Freire's pedagogy of autonomy (1996); the discursive genres, Bakhtin (2011); literacies, Kleiman (2009), Tinoco (2014), and Rojo (2002); multi-tools, Rojo (2012); culturally sensitive pedagogy and action research, Bortoni Ricardo (2008); among others. The research now presented was the result of my concerns as a public school teacher in the countryside. It was also the result of collective work, with employees, with 9th grade students. year and with the black residents of Marmelândia. Based on the present study, it was possible to affirm that the local knowledge and cultural practices of these residents contributed to the students' multi-skills. year of public school in the countryside, as they were constantly involved in the teaching and learning process. The interaction between all made it possible to raise the awareness of the research subjects and the perception of the value of these subjects, through whose memories the discursive productions of literary and documentary memories took place. In addition, the pedagogical actions represented, for black subjects, remembering their own past, revisiting themselves, looking for their origins, tracing the places until their arrival and stay in Marmelândia, showing there processes of social exclusion, prejudices, temporary work, the lack of or little land and, mainly, the meaning of the Iguaçu River and its banks in their lives. Through multicourse practices, a dialectical relationship between community and school was possible, with no hierarchical teaching and learning process between the subjects of these two spaces. On the contrary, these subjects complement each other and (re) know each other in these discursive genres and also provided the deterritorialization of knowledge and the decentralization of experienced pedagogical knowledge.