Fotopoema como diário visual: expressões da paisagem urbana e narrativas de si com alunos da EJA

Abstract

This research presents actions and reflections on how Photopoetry, as an artistic and educational practice, can function as a Visual Diary, allowing students in Youth and Adult Education (EJA) not only to record what they see, but also to create their own narratives about the landscape of Parintins, a city in Amazonas. The study seeks to analyze how this artistic production can be a strategy for the construction of personal narratives and the reframing of their relationship with space, through photography and poetry, as paths of visual culture and encouragement for critical and creative writing. The research pursued three specific objectives: to discuss the conceptual bases of the photopoem, articulating them with the path of personal formation and the duality of territories inhabited by this researcher; to describe the Action Research methodology, detailing the implementation of the photopoem pedagogical workshop in EJA; to analyze the photopoems created by the students, verifying how artistic production contributed to the valorization of their life stories and the manifestation of a critical view of their spaces and identities. The theoretical baggage that this research carries, in reflecting on a pedagogical approach to empathy and training for Youth and Adult Education (EJA), is based on Life Stories as a methodology in the process of selftraining of subjects according to the writings of Josso (2004); by proposing photography as a pedagogical element in the perception of reading the urban landscape, I dialogue with Hernández (2011) to think about a view crossed by the concept of visual culture as a possibility for deconstructing colonization for the repositioning of the subject; and to rethink my life trajectory, I dialogue with the Guarani intellectual Geni Núñez (2021), considering the idea of reforestation and the plurality of human relationships among themselves and with other beings. In methodological terms, in addition to the bibliographic survey, the work was guided by action research, of a qualitative and experimental nature, carried out with the 9th grade B class of Youth and Adult Education (EJA) at the Beatriz Maranhão Municipal School, located in the city of Parintins/AM. This choice allowed for the direct integration of theory and practice. The analysis was based on the photo poems produced by the students, recording the process of proposing a pedagogical workshop divided into four stages that resulted in the creation of a photo book, where I visually present the creative and formative journey of the EJA students. Based on this research, it was observed that the photo-poem, as an educational proposal, not only contributed to the students' visual culture education process, but also established itself as a good approach to selfexpression and identity building: it allowed them to revisit memories and reinterpret the landscape of Parintins through elements such as high relief sculptures.