The trajectory of development of Carolina Maria de Jesus e her reflections on the effects of the favela environment in children's education

• Grant number: 20/16366-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: January 01, 2022
• End date: December 31, 2022
• Field of knowledge: Humanities - Education
• Principal Investigator: Ana Laura Godinho Lima
• Grantee: Beatriz Wajntal Meme
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The present research aims to characterize the reflections of the author Carolina Maria de Jesus on the effects of the favela environment on children's education, relating such effects to her formation as a writer and to the historical, social, cultural, political and educational elements portrayed in her autobiographical narratives, especially in the book Quarto de despejo, published from her diaries. The goal is to understand how her perception of the historical-social context in which she lived is expressed in her writing on the topic of children's education. The analysis also intends to take into account the most evident effects of the events of social and political history in her trajectory of education and schooling, as well as the characteristics of her immediate surroundings during the writing of the diaries, including relations with family members and other significant individuals. Thus, it is intended to identify aspects of the historical period in which Carolina lived in her writings on childhood and education, considering issues such as social inequality, racism, sexism, and other forms of prejudice, among other circumstances of the social and economic reality that influenced her life, way of living and of seeing the world. Based on this, we seek to address her reflections on the development and education of her children and the other children she observed, conditioned by the daily reality of the favela. This analysis draws on an interdisciplinary perspective, which seeks to associate elements of Vygotsky's sociointeractionist theory of human development with readings in the field of sociology, Brazilian history, Brazilian education in the 20th century, gender studies, and theoretical texts on autobiographies.(AU)