Pedagogia do movimento: o saber-fazer-poder nas experiências do Grupo de Estudos e Práticas Educativas em Movimento - GEPEM - UFRN

Abstract

This research is aimed at the development of Movement’s Pedagogy within the Group of Studies and Educational Practices in Movement (GEPEM), based on the speeches of its members about their formative itineraries. Starting from the following question: what are the meanings corresponding to Movement’s Pedagogy by teachers, who participated in different moments in the trajectory of GEPEM? I take as a basis the formation itineraries of a Group and, in the process of writing a self-reflective movement, I bring my experiences and constructions of knowledge experienced since graduation, extension projects, researches and master's dissertation. Thus, we start from the assumption that the appopriation’s trajectories of the structuring principles of the Movement’s Pedagogy imply knowing - doing - enabling, in a tense and dialogical process, with a blocking potential and possibility of change. I deal with processes, experiences that involve the trajectory of a Group, but, especially, what characterizes the creation, the discussion of the structuring principles that will shape the Movement's Pedagogy. This research mobilizes us: (a) to understand the meanings of the relationships between the structuring categories of knowing - doing - enabling and the conjoint of formative experiences of GEPEM / UFRN, and; (b) to analyze processes that link or presuppose GEPEM's knowing - doing - enabling to experiences developed by the group's subjects. These objectives refer to the pedagogical practice at GEPEM, linked to the Freirean assumptions and considering an articulation between theory and practice in the construction of action and production of knowledge. The methodology applied in this work resulted from the devices of the comprehensive interview. The methodological principles were given in the uniting process of writing by the combination of authors, interlocutors and the very process of those who reflect with them, assisting in some notes. The analysis revealed that legacies of resistance and compromised methodologies are incorporated in the formative principles of GEPEM, revealing the exposition of a praxis that keeps within itself the dynamics of a movement pedagogy, which takes place in a dialogical methodological source, that one we call knowing - doing - enabling