EXPERIENCE, IMAGINATION AND KNOWLEDGE IN ANTHROPOLOGY - EDUCATION

Abstract

The article presents reflections on anthropology and education based on a teaching-learning experience with undergraduate students in Pedagogy. It is based on the implementation of a pedagogical proposal in which students from six different classes, over three years, were invited to articulate your experiences, imagination, and anthropological knowledge in writing brief essays on education as part of the evaluation process. In these terms, the experiment took on methodological contours inspired by action research, aiming to combine pedagogical intervention and knowledge production. The emphasis on freedom of writing opened space for a diversity of descriptions about education categorized into four thematic domains: childhood, trajectories, fictions, and schools. With regard to content, the essays focus on dramas and symbolic violence in school life and context, but also transformative educational experiences and the meanings of education in the lives of individuals and groups. The results of this exercise indicate interdisciplinary didactic and evaluative paths for the fields of anthropology and education from an anthropological perspective that reinforces the study of culture as a platform for understanding differences. At the same time, they signal possibilities for the practice of Anthropology in dialogue with the interests of students in the field of education.