“Eu estou aqui”: A experiência coletiva, os impactos e a produção de sentido de uma experiência partilhada de uma Escola de Verão
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Resumo
Este artigo pretende oferecer um contributo inspirado na prática para refletir sobre o papel das atividades extracurriculares no percurso dos/as académicos, em particular dos/as estudantes de doutoramento, através da descrição e análise de uma experiência particular vivida na European Educational Research Summer School. Realizada na Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto, Portugal, teve como tema “Abordagens Participativas na Investigação Educacional”. Sendo um grupo de duas tutoras e seis estudantes de doutoramento, retratamos alguns dos impactos que a semana teve em todos/as os/as participantes, ao mesmo tempo que partilhamos e refletimos sobre o potencial da investigação e dos processos participativos, tanto em projetos individuais como em experiências coletivas. O grupo mobilizou metodologias de investigação baseada em artes para iniciar um diálogo reflexivo sobre o processo de transição de estudante de doutoramento para investigador/a. Inspirados/as no Photovoice (Wang & Burris, 1997) e no Teatro Imagem (Boal, 2002), atendeu-se à multiplicidade das nossas visões, vozes e experiências coletivas para promover um espaço de colaboração seguro e criativo, onde os pensamentos e sentimentos pudessem ser vividos e refletidos coletivamente. A utilização da investigação baseada em artes, o rápido crescimento da confiança no seio do grupo e a agência que foi sentida e assumida pelos/as participantes foram os principais temas identificados na nossa análise, que estiveram no centro da forma surpreendente como a semana se desenrolou.
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
Como Citar
Referências
Armstrong, Andrea, Flynn, Emma, Salt, Karen, Briggs, Jo, Clarke, Rachel, Vines, John, & MacDonald, Alistair (2023). Trust and temporality in participatory research. Qualitative Research, 23(4), 1000–1021. https://doi.org/10.1177/14687941211065163
Atkinson, Dennis (2019). Disobedience. In Glen Coutts & Teresa Eça (Eds.), Learning through art: Lessons for the 21st century? (pp.1–8). InSEA. https://doi.org/10.24981/978-LTA2018
Ball, Stephen (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
Boal, Augusto (1996). O arco-íris do desejo: O método Boal de teatro e terapia. Civilização Brasileira.
Boal, Augusto (2002). Games for actors and non-actors. Routledge.
Boal, Augusto (2003). O teatro como arte marcial. Garamond.
Brydon-Miller, Mary, Greenwood, Davydd, & Maguire, Patricia (2003). Why action research? Action Research, 1(1), 9–28. https://doi.org/10.1177/14767503030011002
Burrows, Roger (2012). Living with the h-index? Metric assemblages in the contemporary academy. The Sociological Review, 60(2), 355–372. https://doi.org/10.1111/j.1467-954X.2012.02077.x
Callaway, Helen (1992). Ethnography and experience: Gender implications in fieldwork and texts. In Judith Okely & Helen Callaway (Eds.), Anthropology & autobiography (pp. 29–48). Routledge.
Casey, Chloe, Harvey, Orlanda, Taylor, Julia, Knight, Fiona & Trenoweth, Steven (2022). Exploring the wellbeing and resilience of postgraduate researchers. Journal of Further and Higher Education, 46(6), 850–867, https://doi.org/10.1080/0309877X.2021.2018413
Cornish, Flora, Breton, Nancy, Moreno-Tabarez, Ulises, Delgado, Jenna, Rua, Mohi, Sikind, Ama, & Hodgetts, Darrin (2023). Participatory action research. Nature Reviews Methods Primers, 3(34). https://doi.org/10.1038/s43586-023-00214-1
Cruz, Hugo (2020). Práticas artísticas comunitárias e participação cívica e política: Experiências de grupos teatrais em Portugal e no Brasil [Tese de doutoramento, Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto]. Repositório Aberto U.Porto. https://hdl.handle.net/10216/132440
Cruz, Hugo, Bezelga, Isabel, & Menezes, Isabel (2020). For a typology of participation in community artistic practices: The experience of three theater groups in Brazil and Portugal. Revista Brasileira de Estudos da Presença, 10(2), e89422. https://doi.org/10.1590/2237-266089422
Cruz, Joana P., & Soeiro, José (2024). Teatro do Oprimido: Investigação participada, conhecimento em ação e transformação social. In Hugo Monteiro, Ana Bravo & Isabel Timóteo (Coords.), Contra-manual de investigação-ação participativa (pp. 168–186). alphabook.
Cruz, Joana P., Malafaia, Carla, Silva, José E., & Menezes, Isabel (2019). The use of Theatre of the Oppressed in the classroom: Engaging students in a critical active European citizenship project. The Educational Forum, 83(4), 365–382. https://doi.org/10.1080/00131725.2019.1626518
Cruz, Joana P., Malafaia, Carla, Silva, José E., & Menezes, Isabel (2020). Between emotion and reason: The role of affective networks and events in sustaining the daily experience of environmental activism. In Banaji Shakuntala & Sam Mejias (Eds.), Youth active citizenship in Europe: Ethnographies of participation (pp. 89–120). Palgrave MacMillan.
Dewey, John (2001). Democracy and education. The Pennsylvania State University. (Originally published in 1916)
Edwards, Jane (2021). Ethical autoethnography: Is it possible? International Journal of Qualitative Methods, 20. https://doi.org/10.1177/1609406921995306
Ellis, Carolyne (1999). Heartful autoethnography. Qualitative Health Research, 9(5), 669–683. https://doi.org/10.1177/104973299129122153
European Educational Research Association. (2023a). Interested in hosting an EERA summer school? https://eera-ecer.de/seasonschools/hosting-an-eera-summer-school
European Educational Research Association. (2023b). Past EERA Summer Schools. https://eera-ecer.de/seasonschools/past-summer-and-season-schools/past-eera-summer-schools
Evans, Mary (2004). Killing thinking. Bloomsbury.
Faulkner, Sandra (2018). Poetic inquiry: Poetry as/in/for social research. In Patricia Leavy (Ed.), Handbook of arts-based research (pp. 208–232). Guilford Press.
Federici, Silvia (2020). Ir más allá de la piel: Repensar, rehacer y reivindicar el cuerpo em el capitalismo contemporâneo. Traficantes de Sueños.
Ferreira, Pedro D. (2006). Concepções de cidadania e experiências de participação na sociedade civil: Uma perspectiva do desenvolvimento psicológico [Tese de doutoramento, Faculdade de Psicologia e Ciências da Educação da Universidade do Porto]. Repositório Aberto U.Porto. https://hdl.handle.net/10216/41633
Ferreira, Pedro D., Azevedo, Cristina, & Menezes, Isabel (2012). The developmental quality of participation experiences: Beyond the rhetoric that participation is always good! Journal of Adolescence, 35(3), 599–610. https://doi.org/10.1016/j.adolescence.2011.09.004
Finn, Janet (1994). The promise of participatory research. Journal of Progressive Human Services, 5(2), 25–42. https://doi.org/10.1300/J059v05n02_03
Foster-Fishman, Pennie, Nowell, Branda, Deacon, Zermarie, Nievar, M. Angela, McCann, Peggy (2005). Using methods that matter: The impact of reflection, dialogue, and voice. American Journal of Community Psychology, 36(3–4), 275–291. https://doi.org/10.1007/s10464-005-8626-y
Freire, Paulo (2005). Pedagogy of the oppressed. Continuum.
Gallagher, Kathleen, & Wessels, Anne (2011). Emergent pedagogy and affect in collaborative research: A metho-pedagogical paradigm. Pedagogy, Culture & Society, 19(2), 239–258. https://doi.org/10.1080/14681366.2011.582260
Hernandez, Kathy-Ann, Chang, Heewon, & Ngunjiri, Faith (2017). Collaborative autoethnography as multivocal, relational, and democratic research: Opportunities, challenges, and aspirations. a/b: Auto/Biography Studies, 32(2), 251–254, https://doi.org/10.1080/08989575.2017.1288892
Hertz, Rosanna (1997). Reflexivity and voice. SAGE.
Huybrechts, Liesbeth (2014). Participation is risky: Approaches to joint creative processes. Valiz/Antennae Series.
Jones, Kip (2010). Seminar: Performative social science: What it is, what it isn’t (Script). https://www.academia.edu/4769877/Performative_SocSci_What_it_is_What_it_isnt_Seminar_script
Juris, Jeffrey (2014). Embodying protest: Culture and performance within social movements. In Britta Baumgarten, Priska Daphi, & Peter Ullrich (Eds.), Conceptualizing culture in social movement research. Palgrave Macmillan. https://doi.org/10.1057/9781137385796_11
Leavy, Patricia (2018). Introduction to arts-based research. In Patricia Leavy (Ed.), Handbook of arts-based research (pp. 3–21). Guilford Press.
Lenette, Caroline (2022). Cultural safety in participatory arts-based research: How can we do better? Journal of Participatory Research Methods, 3(1). https://doi.org/10.35844/001c.32606
McIntyre, Maura (2004). Ethics and aesthetics: The goodness of arts-informed research. In Lorri Neilsen, J. Gary Knowles, & Teresa Luciani (Eds.) Provoked by art: Theorizing arts-informed research (pp. 251–261). Backalong Books.
McNiff, Shaun (2018). Philosophical and practical foundations of artistic inquiry: Creating paradigms, methods, and presentations based in art. In Patricia Leavy (Ed.), Handbook of arts-based research (pp. 22–36). Guilford Press.
Monteiro, Hugo, & Ferreira, Pedro D. (2011). Unpolite citizenship: The non-place of conflict in political education. Journal of Social Science Education, 10(4), 5–11. http://doi:10.4119/jsse-576
Norris, Joe (2018). Reflection on the techniques and tones of playbuilding by a director/actor/researcher/teacher. In Patricia Leavy (Ed.), Handbook of arts-based research (pp. 288–308). Guilford Press.
Nowicka, Magdalena, & Heil, Tilmann (2016). On the analytical and normative dimensions of conviviality and cosmopolitanism. https://doi.org/10.13140/RG.2.1.3420.9045
O’Neil, Peggy, Kteily-Hawa, Roula, & Janzen Le Ber, Marlene (2022). Social portraiture: Decolonizing ways of knowing in education through arts-based participatory action research. The Canadian Journal of Action Research, 22(3), 32–44. https://doi.org/10.33524/cjar.v22i3.589
Ong, Jonathan, & Rovisco, Maria (2019). Conviviality as a politics of endurance: The refugee emergency and the consolations of artistic intervention. Popular Communication, 17(2), 140–153. https://doi.org/10.1080/15405702.2019.1577963
Pereira, Maria do Mar (2016). Struggling within and beyond the performative university: Articulating activism and work in an “academia without walls”. Women’s Studies International Forum, 54, 100–110. https://doi.org/10.1016/j.wsif.2015.06.008
Peters, Sarah, & Barnett, Tully (2024). Preparing artists to save the world: Community-engaged arts practice as critical pedagogy. Critical Arts, 1–15. https://doi.org/10.1080/02560046.2024.2338355
Rolling, James (2018). Arts-based research in education. In Patricia Leavy (Ed.) Handbook of arts-based research (pp. 493–510). Guilford Press.
Silva, José Eduardo (2017). A arte do teatro: Uma construção de futuros colectivos mais plausíveis e viáveis. In Franclim C. Sousa, José D. Lima & Marcelino S. Lopes (Orgs.), A intervenção teatral em Portugal no século XXI (pp. 127–136). Intervenção.
Spatz, Ben (2017). Embodied research: A methodology. Liminalities: A Journal of Performance Studies, 13(2).
Spieker, Susanne, & Van Gorp, Angelo (2016). Capacity building and communitas in the history of education. Paedagogica Historica, 52(6), 768–783. https://doi.org/10.1080/00309230.2016.1240211
Tolia-Kelly, Divya (2007). Participatory art: Capturing spatial vocabularies in a collaborative visual methodology with Melanie Carvalho and South Asian women in London, UK. In Sara Kindon, Rachel Pain, & Mike Kesby (Eds.), Participatory action research approaches and methods: Connecting people, participation and place (pp. 132–140). Routledge.
Tripathi, Animesh, Polus, Reni, Zhang, Yunzhen, Nautiyal, Rajesh, & Shaheer, Ismail (2022). ‘Remember that time?’: Introducing retrospective collaborative autoethnography. Tourism Recreation Research. https://doi.org/10.1080/02508281.2022.2109864
Wang, Caroline, & Burris, Mary Ann (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309
Zukas, Miriam, & Andersen, Linda (2012). Taking a break: Doctoral summer schools as transformative pedagogies. In Alison Lee & Susan Danby (Eds.), Reshaping doctoral education: International approaches and pedagogies (pp. 69-82). Taylor & Francis.