Banca de DEFESA: ANA CLARA DOS SANTOS ROHEM CONTRERA

Escape route: literature as a way of training the retiring teacher-researcher.

Pedagogy; Withdrawal; Escape; Literature; Art; Knowledge.

In this work, we deal with questions concerning the importance of art, especially literature, for human development, taking as an assumption the inseparable interweaving between art, life and knowledge. Anyone who wants to find it in the part must only understand it in the whole and vice versa. We therefore always speak within the scope of these three spheres (art, life and knowledge). Spheres in/in/by which we inhabit the world – this bottomless hole, groundless abyss, adorned by clouds as in Guignard's painting. The world is language, innocent or guilty, it doesn't matter which way: language is the abode of being. The being of each human being speaks: he speaks in the language that speaks in him. Speech is the matter of the speaker. Hence the strategy, the work methodology: listen to the call of speech; pay attention to the narratives of everyday situations related to educational work, which range from the teacher-researcher's own training to the various issues related to pedagogical work in the classroom. It is in the methodological work of this research that the construction of an Escape Route arises, understood, for now, as the space of conflict between the various social roles that we are led to assume and the strategies of (over)experiences that are created along the way of training. These strategies, here, are always initiated in art, especially in literature. Literature is therefore a wide place of knowledge that can “blur” the limits between reality, time and capital production. Each subject in his relationship with the world and, therefore, with the culture (mainly the local culture) finds (even unconsciously) his Escape Route. By assuming the so-called Drought Literature as the first contribution to this research, we place ourselves before the idea that art is intended as a surplus of capital, insofar as it is destined to be the place of idleness and unproductivity. Based on the narrated experiences (often the experience of oneself) and their analysis (based on the reading of several literary works) and, also seeking the contribution of history and philosophy, it is clear that an Escape Route is what it makes the subject appropriate himself and overflow beyond the borders of Being, Being and Knowing. Based on this assumption, there is an urgent need for a pedagogy that encompasses the most diverse forms of art as a real and indispensable constituent for the formation of subjects; a pedagogy that validates that escaping is, to a large extent, living.