Comunicação, educação e mídias em narrativas da vida

Abstract

In an attempt to capture the experience of contemporary living with the perspective of enunciation and dialogical communication by Bakhtin (1996, 2011, 2016, 2017, 2018, 2020) and Voloshinov (2017, 2019), we related language aspects to the relationship with one another which occur in the socio-discursive stratification of a ruined Anthropocene. Basing on Clandinin and Connelly (2011) and Serodio and Prado (2015, 2017), we applied a narrative inquiry approach to provide a better understanding of one's own active participation in the visual culture, developing argumentation founded on our singular, participative and borderline experience with the others, while, Anna Tsing (2019), Donna Haraway (2016), Susana Dias (2020), Ailton Krenak (2020), densifies the Anthropocene and its materiality. This research on communication, education, and media brought knowledge production from what exceeds itself in the relationship with others, the difference, the re-elaboration amid cyberculture, by weaving ways of thinking together with the creative force aims to bring to the writing context crossed by music and images as field texts, which help to drift in the research framework. This sensitive research aggregated, tangent, and tensioned creations in motion: productions established some time and somewhere are pulsating into new statements with different contexts, words, and intonations. Contemporary issues of an educator are related to aspects of communication, language, relationship with one another, and the power of creation and its interaction with science which provide a better understanding and responsibility in the teacher's discursive chain, thus allowing a better comprehension of its participation in the visual and cybernetic culture, the base for this dissertation that, at the borders of creation, instigates deconstructions of a preferential view at the world.