O SABER ETNOGRÁFICO E SUA CONTRIBUIÇÃO À ESCRITA ACADÊMICA CRIATIVA: REFLEXÃO DE UMA EXPERIÊNCIA DE ENSINO

Abstract

The article presents a teaching-learning experience in an Anthropology course that, although not focused on writing, was guided by developing the creative potential of writing, fostered by the systematic reading of ethnographic narratives. The books “Learning to Question” (Paulo Freire and Antonio Faundez) and “Teaching to transgress” (bell hooks), as well as my journey as an ethnographer in Anthropology of Education, inspired me as a professor in the design of course methodology. The dynamic outlined included that, at each meeting, the students would bring previously prepared questions, to mobilize the debate of the expected bibliography. This discussion would drive the production of individual text in the classroom, at the end of all classes. The students went thus on building a “logbook”, with sequential comments that synthesized debates, focused on points of interest, or brought new questions, subsequently shared with the class. The participants were instigated, all the time, to develop authentic and, therefore, creative writing, starting from what for them was, in fact, significant. From this effort, varied texts emerged, gathering theoretical-ethnographic contributions, particular experiences, and questions, as well as literary excerpts and film descriptions. In this spirit, the discipline ended with a textual piece called “commentary in a form of letter”, through which students consolidated their learning.

Keywords: Ethnography. Academic writing. Creative writing. Authentic writing. Anthropology teaching.