Representações socioculturais imagéticas nos livros didáticos de Língua Portuguesa da Educação do Campo: por um letramento visual em diálogo com as epistemologias do Sul
Data
2023-08-29
Autores
Marques, Wellington Rildo da Silva 
Tipo
Dissertação de mestrado
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Resumo
Esta dissertação reflete sobre as Epistemologias do Sul como “problemas linguísticos socialmente relevantes” (MOITA Lopes, 2016) a partir da análise das representações socioculturais imagéticas nos livros didáticos da Educação do Campo. Trata-se de pesquisa circunscrita no campo da Linguística Aplicada, cujo objetivo é contribuir para a produção de estudos relacionados à Linguística Aplicada crítica decolonial, mediante análises socioculturais imagéticas de sujeitos, saberes, objetos e práticas posicionados na periferia, “à margem do eixo-norte-americano de produção de conhecimento” (KLEIMAN, 2013). O intuito de mobilizar um debate crítico-reflexivo relacionado à temática desta pesquisa surge como possibilidade de construir conhecimentos “outros” decorrente da necessidade de “abrir espaço para visões alternativas ou para ouvir outras vozes que possam revigorar nossa vida social ou vê-la compreendida por outras histórias” (MOITA LOPES, 2006). Para tanto, elegeu-se como corpus de pesquisa a coleção Girassol: saberes e fazeres do Campo, aprovada pelo Programa Nacional do Livro Didático (PNLD-Campo), na edição de 2013, em atendimento ao edital 05/2011 desse Programa e publicada pela Editora FTD; e também a coleção Campo Aberto, aprovada pelo Programa Nacional do Livro Didático (PNLD-Campo), na edição de 2016, em atendimento ao edital 04/2014 pela Editora Global. Ambas as coleções são destinadas para uso em escolas do Campo, na modalidade do Ensino Fundamental I – Anos Iniciais (1º ao 5º Ano), em todo território nacional. As coleções foram analisadas sob à perspectiva dos Letramentos Visuais (MIZAN, 2011; 2017; 2019), (FERRAZ, 2014; 2017), considerando o uso das imagens, sua relevância e finalidades para a compreensão da realidade e ressignificação de sentidos orquestrados pelo universo da cultura visual, consubstanciadas à perspectiva das Epistemologias do Sul, lastreada em diferentes modos, de maneira que se complementam concomitantemente, “aprender que existe o Sul, aprender a ir para o Sul, aprender a partir do Sul e com o Sul” (SOUSA SANTOS, 2009, p. 7). A pesquisa se desenvolveu por meio de uma metodologia qualitativa, empreendida por um estudo descritivo-interpretativo por meio da combinação aglutinada de pesquisa bibliográfica e documental. O problema de pesquisa centra-se na pergunta sobre as maneiras como os sujeitos e comunidades tradicionais do campo, no âmbito, epistêmico, sociocultural, político, econômico e educacional são idelogicamente representados nos livros didáticos de Língua Portuguesa, tanto na coleção Girassol: saberes e fazeres do campo, quanto na coleção Campo Aberto, estabelecendo assim, análises comparativas.
This dissertation reflects on the Epistemologies of the South as “socially relevant linguistic problems” (MOITA Lopes, 2016) based on the analysis of sociocultural imagery representations in Rural Education textbooks. This is research limited to the field of Applied Linguistics, whose objective is to contribute to the production of studies related to decolonial critical Applied Linguistics, through sociocultural imagery analyzes of subjects, knowledge, objects and practices positioned on the periphery, “on the margins of the axis- North American knowledge production” (KLEIMAN, 2013). The aim of mobilizing a critical-reflexive debate related to the theme of this research appears as a possibility of building “other” knowledge arising from the need to “make space for alternative visions or to listen to other voices that can reinvigorate our social life or see it understood by other stories” (MOITA LOPES, 2006). To this end, the Girassol collection: knowledge and practices of the Countryside, approved by the National Textbook Program (PNLD-Campo), in the 2013 edition, in compliance with notice 05/2011 of this Program and published by FTD Publisher; and also the Campo Aberto collection, approved by the National Textbook Program (PNLD-Campo), in the 2016 edition, in compliance with notice 04/2014 by Editora Global. Both collections are intended for use in rural schools, in the form of Elementary Education I – Early Years (1st to 5th Year), throughout the national territory. The collections were analyzed from the perspective of Visual Literacy (MIZAN, 2011; 2017; 2019), (FERRAZ, 2014; 2017), considering the use of images, their relevance and purposes for understanding reality and resignifying meanings orchestrated by the universe of visual culture, embodied in the perspective of the Epistemologies of the South, based on different modes, in a way that complements each other concomitantly, “learning that the South exists, learning to go to the South, learning from the South and with the South” (SOUSA SANTOS, 2009, p. 7). The research was developed through a qualitative methodology, undertaken through a descriptive-interpretative study through a combined combination of bibliographic and documentary research. The research problem focuses on the question about the ways in which traditional rural subjects and communities, in the epistemic, sociocultural, political, economic and educational sphere, are ideologically represented in Portuguese language textbooks, both in the collection Girassol: knowledge and field activities, as well as in the Campo Aberto collection, thus establishing comparative analyses.
This dissertation reflects on the Epistemologies of the South as “socially relevant linguistic problems” (MOITA Lopes, 2016) based on the analysis of sociocultural imagery representations in Rural Education textbooks. This is research limited to the field of Applied Linguistics, whose objective is to contribute to the production of studies related to decolonial critical Applied Linguistics, through sociocultural imagery analyzes of subjects, knowledge, objects and practices positioned on the periphery, “on the margins of the axis- North American knowledge production” (KLEIMAN, 2013). The aim of mobilizing a critical-reflexive debate related to the theme of this research appears as a possibility of building “other” knowledge arising from the need to “make space for alternative visions or to listen to other voices that can reinvigorate our social life or see it understood by other stories” (MOITA LOPES, 2006). To this end, the Girassol collection: knowledge and practices of the Countryside, approved by the National Textbook Program (PNLD-Campo), in the 2013 edition, in compliance with notice 05/2011 of this Program and published by FTD Publisher; and also the Campo Aberto collection, approved by the National Textbook Program (PNLD-Campo), in the 2016 edition, in compliance with notice 04/2014 by Editora Global. Both collections are intended for use in rural schools, in the form of Elementary Education I – Early Years (1st to 5th Year), throughout the national territory. The collections were analyzed from the perspective of Visual Literacy (MIZAN, 2011; 2017; 2019), (FERRAZ, 2014; 2017), considering the use of images, their relevance and purposes for understanding reality and resignifying meanings orchestrated by the universe of visual culture, embodied in the perspective of the Epistemologies of the South, based on different modes, in a way that complements each other concomitantly, “learning that the South exists, learning to go to the South, learning from the South and with the South” (SOUSA SANTOS, 2009, p. 7). The research was developed through a qualitative methodology, undertaken through a descriptive-interpretative study through a combined combination of bibliographic and documentary research. The research problem focuses on the question about the ways in which traditional rural subjects and communities, in the epistemic, sociocultural, political, economic and educational sphere, are ideologically represented in Portuguese language textbooks, both in the collection Girassol: knowledge and field activities, as well as in the Campo Aberto collection, thus establishing comparative analyses.