Os saberes das mulheres de barro de Parauapebas-Pará (2019-2021): contribuições para aprendizagem crítica

Abstract

This research has as its theme the knowledge that is produced by the women of the Mujeres de Barro Cooperative in the city of Parauapebas, in the state of Pará. Using the analytical perspective of decoloniality, I sought to historicize the knowledge produced by women artisans and place them as subjects of a historical process breaking with a traditional historiography where patriarchal and sexist thinking are predominant marks of male domination over female. At the beginning of the research, a questionnaire was applied to students about: women, learning and methodology in history classes. We had as answers different positions of students serving as a basis for the development of the work. In an attempt to understand the disqualification of the feminine in society, I asked the following question: are the experiences lived by the women artisans of the Cooperativa Mulheres de Barro possibilities of historical learning? I had as a starting point the narratives of four women from the Cooperativa Mulheres de Barro. So I realized that the biographies of these women artisans and what they produce foster knowledge in the lives of students who, after the visit, started to recognize themselves as an instrument that lead them to understand their own historicity, valuing their social environment and recognizing themselves as a historical subject. To support this research, I used the oral history referenced by Portelli (1997) as a methodology. Based on the teachings of Barca (2004) with the class-workshop model with the aim of promoting a bridge between theoretical knowledge and student practice. As theoretical support in the Teaching of History I turned to Freire (1985, 1986, 1987). The possibility of getting to know the history of these women artisans, from the perspective of (Dis)coloniality, had as reference Lugones (2008), Bell Hooks (2013) and Gonzalez (2008). The final product of the research consisted of conducting a didactic sequence to serve as a contribution to teachers who want to work with historical learning through visits to a women's cooperative.