Os processos de aprendizagem do fandango caiçara como modos de ação corporificada e de (re) esistência nas comunidades remanescentes Juréia (Iguape - SP)

Abstract

As a complex phenomenon of events (conceptual, organizational, and attitudinal), Fandango's Balls, which take place in the traditional Caiçara communities of Juréia, feedback the dynamism of local narratives. These narratives, as they are not separated from the relationships generated in the body that touches, dances, works and plays, enable the creation of points of (re)existence, capable of generating other ways of being and being in the world. Thus, what instigates the efforts concentrated in this investigation is the analysis of how the daily life of the mentioned communities affects the learning of dance in Fandango's Balls. Therefore, after a period of immersion in these communities, this dissertation presents the political, social, economic context and the consequent changes in cultural arrangements. Inspired by the arrangements that compose and cross the microcosm of the analysed families, three learning axes were structured, bearing in mind the body immersed in an ambience of autobiographical repertoires. Which, in turn, in the light of inventive learning (KASTRUP, 2007), are mobilized thanks to local forces that, for being based on authorial action, on the ethics of sociability and on caiçara poetics, combine the desire to create other realities. Guided by the qualitative research approach, of a descriptive nature, the chosen cartographic path (PASSOS; KASTRUP; ESCÓSSIA, 2009) combines the speeches, interviews and bibliographic records, along with the experiences of the subjects participating in the research. Given the above, this writing points out that Fandango's Balls that take place in Juréia, as an element still capable of providing feedback to the local dynamism, are present in the subjects' bodies. It is from the language historically generated in the body that touches, dances, celebrates, plays and works, that the connection points that feedback the mentioned processes are established. It is in the body that the caiçara’s doing/ knowing evolves, transforms, strengthens, and reaffirms itself. It is in the caiçara ways of life, given the friction between the body and the environment, that the learning processes are mobilized. These, in continuous, provisional and transitory flows, are presented in intensities, articulations, and modulations, which enable the creation of subjectivation modes for the fandangueira (fandanging) families in Juréia.