Professoras tatuadas : a aprendizagem das marcas.

Abstract

The following text is implicated in the context of research and reflections made by the group of research Linguagens, Cultura e Educação (Language, Culture and Education), from the Programa de Pós-Graduação em Educação – Mestrado, at the Universidade de Santa Cruz do Sul – UNISC, this dissertation aims to contemplate some of the provocative and conflicting facets of tattooing as a way of narrating. My heading references were Edgar Morin, Humberto Maturana, Jorge Larrosa, Roland Barthes, David Le Breton, Fátima Freire Dowbor, Rafael Echeverría, Miguel Arroyo and Paulo Freire. I start bringing up mobilizing questions for the study, and then expand the tattoo subject, contextualizing his nature and origin. I follow trying to understand it as a writing act, as well a reading and translation act. As my understanding grows, I start to introduce thoughts about tattoo, this contributed to a close approach between tattoo and language, such as a libertarian or imprisonment claim: can tattoos leave the “closure of the body” or “educate” the body? Contrary to expectations even though justified by the fact that I post a survey conducted among a group of teachers, in a way to share the chosen narrative strategy to start with initiated thoughts, I chose to bring just one example of this strategy, that consists in a way to tell (yourself) about feeling marks, in a life whole of teacher’s stories. Associating different sizes from the Russian dolls as narrative spreaders, to the steps of personal and professional development from the interviewed person, I propose a transition of stages from the narrative itself. The teacher, invited to play with the dolls, starts from the marks that “his girl” carries until arrive at the actual moment of her life. Telling stories from mine marks with her experience of life, this happened in an open dialogue with one purpose, but not running away from conflict, contradictions, that show many ways of being a tattooed woman and teacher in language. We can’t forget that the tattoos, in the subtleties of show/hide, are also ways to turn noticeable the bodies that are hidden by the teaching relations, this work provides an opportunity to affirm by the reflexive condition offered by reading itself in the reading of her own tattoos, the formative character of the narrative (auto)biographical, able to show marks, in the presence of a attentive listener, from the daily experience of teaching. I started the study that generated this text knowing that it would be digressive and unknown subject for me, nevertheless I persisted, because I had fascinating concerns about the study subject, although there was an undisguised pretension of not wishing answers. For this, you will find here a written text, as uncompleted tattoo, because it is open to interactions, to transform itself, receptive to different meanings and interpretations.