Researching on Ceramists from the State of Rio de Janeiro and Thinking Education to Democracy under the View-Point of Actor Network Theory

Abstract

Aims: This work presents the knowledge gathered in a research accomplished by students of a pedagogy course which relates the socially constructed knowledge in the everyday life of ceramists from the State of Rio de Janeiro/Brazil to the knowledge on pottery, produced on the disciplinal field of the arts. Study Design: The research group assumed the actor-network theory example as study design. Such research gathers, from the stance of the actor-network theory, peculiar elements to a knowledge produced in the social network. According to this theory, therefore, it implies to observe what results from the action of an actor-network over another one, independently of the fact that the actor is human or nonhuman. Thus, according to that example, what results from an action translate the production of a specific knowledge on reality. Place and Duration of Study: The research group visited different regions in the state of Rio de Janeiro. The main cities visited are: Rio de Janeiro, Barra do Piraí, Itaguaí, Macaé, Miguel Pereira, Paty do Alferes, Quissamã, Carapebus, Bom Jesus do Itabapuana, Valença and Vassouras during 2011 and 2012. Methodology: During the fieldwork – interviews with ceramists in the regions mentioned above – it has also been carried out talks and observations with staff researchers from Museum of Folklore Edson Carneiro. 97 ceramists were interviewed, 57 men, 40 women, age range 28-77 years. Despite the quantitative data mentioned, it is a qualitative research of ethnographic scope associated to the example of actor-network as study design. Results: This network makes clear that cognitive and sensitive knowledge dimensions are inseparable, unveiling that the hierarchy established between both of them by the thought described as modern is not evident. Conclusion: Such notion contributes to the formation of the educator who aims at overcoming dualistic depth such as nature/culture, object/subject, concept/context, fact/value, which interferes with the accomplishment of interdisciplinary, multicultural, inclusive and democratic educative practices.