“É um mal de amor”: narrativas que forjam uma educação quimbandeira

Abstract

By what paths through research writing is it possible to settle an Education quimbandeira? This is the question that drove the writing of this thesis. From this concern my investigative enterprise remained guided by the objective of knowing how the relationships between the elements pedagogical activities present in the rituals and knowledge are developed in Quimbanda terreiros in the southern region of Rio Grande do Sul. The organization and writing of the text was defined, from the crossroads of appearance in the narratives of the network of collaborators, which was formed by the space conferred for the indication of participants, from two basic participants, namely, my ex Mother of Saint (Maria Padilha das Almas) and my current Father of Saint (Tiriri da Encruzilhada). The composition of the network is formed by the presence of pomba-giras and exus of the different domains of Quimbanda, that is, kalunga grande, kalunga pequena, Matas, Cruzeiros and Almas. The analytical giras were possible by the agency of the Cultural Analysis technique, bricolada with elements of Autoethnography, Oral History and Cultural Studies. According to the idea of dynamism, character that defines pomba-giras and exus, the writing, from Quimbanda, was carried out by the reason of the Quimbandeiro Love, the one who is a fugitive, who lives in the memories, experiences and practices of the terreiros. So too is the reasonableness derived from epistemological subjectivity made possible by the presence of pomba-giras and exus in our lives. A scientific reason that imprints knowledge on our bodies and consolidates educational dynamics that they derive from religious settlements and foundations, which consider sociocultural experiences, from the african and/or matrix religions. Pomba-giras and Exus are propositions of the gira, uncertainty, transformation, as fundamental elements for understanding an educational practice of the terreiros, implied in the symbology of the body as locus of teaching-learning relations, that's because, it's about them that the tools and techniques of knowing are invested.