Banca de QUALIFICAÇÃO: CARLOS HENRIQUE DUARTE ARAÚJO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CARLOS HENRIQUE DUARTE ARAÚJO
DATE: 22/12/2025
TIME: 10:00
LOCAL: a definir
TITLE:

Body-Territory; School Ethnography; Artistic Practices; Experience; Education.

KEY WORDS:

Body-Territory; School Ethnography; Artistic Practices; Experience; Education.

PAGES: 81
BIG AREA: Ciências Humanas
AREA: Antropologia
SUMMARY:

This research conducts a school ethnography at the Passo da Pátria Full-Time State School,
focusing on the artistic practices of high school students (such as drawings, zines, collages,
slams, posters, and theatrical performances). Its central aim is to understand how these
productions operate as languages for re-signifying educational pathways, analyzing the
aesthetic and political elements they mobilize in the school's daily life. The work seeks,
firstly, to understand the mutual influences between the school environment and the students'
cultural creations, taking social interactions and bodily experiences as the axis of
observation. Secondly, it investigates how these dynamics of creation and learning
expand discussions about the body, articulating anthropology, experience, and education.
Finally, it analyzes the activation of the body-territory category as an analytical tool to
interpret the processes of subjectivation, resistance, and transformation that emerge from
artistic-cultural practices within the school space.The methodology is based on a sensitive
and spiral ethnography, developed through participant observation (Guber, 2001), ranging
from extension activities of the “Sowing Gender in Education” project to field diary records.
The approach, termed calima, proposes a bodily and affective engagement with the field,
understanding research as a crossing marked by listening, the unexpected, and co-learning.
It also employs visual records and interviews. Drawing on the categories of body-territory
(Miranda, 2014; 2020; 2025), experience (Bondìa, 2002), and aesthetic-corporeal
knowledges (Gomes, 2017), the study demonstrates that students' artistic productions
constitute forms of creative and political agency, enabling the (re)territorialization of
identities and negotiation with school norms. It is further argued that university extension,
conceived as an aesthetic-political practice, constitutes a fundamental space for mediating
and enhancing these processes, resisting neoliberal logics in education.

 

COMMITTEE MEMBERS:
Interna - 1149569 - ELISETE SCHWADE
Interna - 1868152 - GESLLINE GIOVANA BRAGA
Externa à Instituição - JULYANA VILAR DE FRANCA MANGUINHO