The artisan pedagogy of Maragogipinho: experiences of poetic authorship

Abstract

This article offers to approach the relationship between crafts, creation-recreation and teaching. In this approach, we acknowledge handicraft as na act of resistance, constituting in cultural heritage material and immaterial and the artisan as a constituted subject in and a constituent of tradition. In the district of Maragogipinho/BA there is a way of teaching artisanal, founded on Afro-indigenous ancestry, on the inventive repetition of making pottery; as well as there are Masters of Knowledge and Practice, in convergence with the concept of Notorious Knowledge (CARVALHO, 2016). In this context, the theoretical discussion that we present comprises crafts from the perspective of cultural pedagogies, which preserve and transform cultures and communities and dialogues with the epistemic and pedagogical dimension of knowledge connection (CARVALHO, 2016; 2019). When reporting meetings with masters of the Maragogipinho craft tradition, through an experience of authorship with students of the Integrated Course in Agroecology and Agriculture at Instituto Federal Baiano (campus Valença), we sought to reflect on the powers of repetition-creation-recreation, of teaching and research modes in Basic Education and Higher Education. The workshops and the diverse labyrinths of clay art objects and the narrative memory of the Masters of Maragogipinho are open to specially connect with the art and the artisan but it’s also open to encounter the dialogical education.