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Based on the foundations of (auto)biographical research (JOSSO, 2010; DELORY-MOMBERGER, 2008), we used the methodological procedure called Biographical Reflective Circle-CRB (OLINDA, 2009; 2010) to construct the educational biographies (DOMINICÉ, 1988) of seven young people who took part in the Art on Stage group of the Paulo and Estevão Spiritist Youth Group in Fortaleza, between 2000 and 2011. The aim of this work is to understand the significance of Spiritist Art in the formation of young people, assessing its role in the production of knowledge and meaning in life. The material produced at…mehr

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Produktbeschreibung
Based on the foundations of (auto)biographical research (JOSSO, 2010; DELORY-MOMBERGER, 2008), we used the methodological procedure called Biographical Reflective Circle-CRB (OLINDA, 2009; 2010) to construct the educational biographies (DOMINICÉ, 1988) of seven young people who took part in the Art on Stage group of the Paulo and Estevão Spiritist Youth Group in Fortaleza, between 2000 and 2011. The aim of this work is to understand the significance of Spiritist Art in the formation of young people, assessing its role in the production of knowledge and meaning in life. The material produced at the CRB was treated following the guidelines of discursive textual analysis (MORAES, 2003) so that we could get to the production of knowledge and experiential learning. Spiritist Art provided these young people with a wide-ranging formative experience in which friendships, difficulties, memories, the feeling of family, the discovery of youth, smiles, tears, roots, challenges, overcoming, the road, the stage, joy, work, are just examples of the precious marks of an experience that changed their lives in a way that only their own narratives can express and represent.
Autorenporträt
Larissa R. Bezerra es máster en Educación por la UFC, licenciada en Comunicación por la Universidad Estácio y licenciada en Artes Visuales por el IFCE. Sus principales áreas de especialización son el arte, la educación, el lenguaje visual, la estética, la semiótica, la historia del arte, las historias de vida y la educación sociocultural.