A dádiva do outsider: a didática antropológica aplicada à formação de professores

Abstract

The present work was thought and initially structured from my immersion (that took the classroom as field of research) in the discipline of Internship in Teaching of Higher Education, in my formative trajectory as Master in Education. Seeks to describe and reflect on the impact of the methodology developed by Professor Bernadette Beserra in the teaching of discipline Anthropology of Education, Faculty of Education. I will refer to the teaching strategies developed over the course as Anthropological Didactic and one of the objectives of this study is precisely to strengthen and develop this concept, in addition to conducting a defense of its application to teacher training. Emphasize the need to show such a method because it was impressive to follow the "transformation" of most students in the brief period of one semester. They arrived theoretically unprepared and ended discipline with a more complex understanding of reality, through the seizure of anthropological theory and its application in everyday practice (as in the production of daily, for example), to the ability to generate understanding of themselves as subjects socially located (self-knowledge), their professional practices and their place in society and the university field. Finally, they learned the content proposed by the discipline, something that should be unexceptional in quality education, since it is simply the teacher do their work and teach what propose to your students, and not to a small group interested because the holder of a privileged cultural capital. Thus, taking as main sources Pierre Bourdieu (which shows the universal case of the relationship between agents, the symbolic domination and the educational field), Jesse Souza (which brings the power relations in dispute in Brazil and its influence on our self-understanding) and Bernadette Beserra (responsible for lessons in discipline accompanied by the method and the necessary contribution to the analysis and understanding of the academic field in which is located the research), and supported in the theory proposed by Elias and Scotson, I defend the idea that, if we really want to transform reality, it is necessary that the teacher sees himself as a subversive, as someone who does not want to belong to the well located institutional positions (except for their subversive use), involving a whole range of subjection to interested collective pressures and end up keeping the model of domination to which we are subject in the world capitalist game, but to assume a position of critical analysis of social reality and confront the harmful practices that limit our technological, economic and social possibilities of development, taking short, conscious of oustider condition, which can not be discouraged by different forms of restriction attempt of thought and social control imposed by established in various fields of human social relations.