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Viver (d)o forró: cultura e profissionalização
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Esse trabalho visa compreender o fenômeno social do processo de profissionalização dos indivíduos que se identificam como professores de forró, e que exercem seu trabalho em países europeus. Busca também perceber a relação desses indivíduos na construção de uma comunidade forrozeira na Europa. A partir de um estudo de caso, utilizei entrevistas semiestruturadas para obter informações e conhecer a história de vida dos vinte professores entrevistados, que foram analisadas numa perspectiva qualitativa. No campo teórico, foram discutidos conceitos relacionados à cultura, comunidade imaginada e profissionalização. Os resultados mostraram que o crescimento da prática de forró na Europa é consequência dos trabalhos realizados pelos professores de forró, mas que apesar da sua importância nesse contexto, essa atividade ainda não alcançou o status de “profissão”. A motivação principal do envolvimento desses indivíduos em projetos que promovem o forró na Europa, tem um cunho ideológico cultural e é proporcionada pelos sentimentos de satisfação, felicidade, prazer e altruísmo. Porém, o desejo pela valorização do seu trabalho cresce à medida que o tempo e o esforço despendidos a ele aumentam.
This paper aims to understand the social phenomenon of the process of professionalization of individuals who identify themselves as forró teachers, and who work in European countries. It also seeks to understand the relationship of these individuals in the construction of a forrozeira community in Europe. Based on a case study, I used semi-structured interviews to obtain information and to know the life history of the twenty teachers interviewed, which were analyzed in a qualitative perspective. In the theoretical field, concepts related to culture, imagined community and professionalization were discussed. The results showed that the growth of forró practice in Europe is a consequence of the work done by forró teachers, but despite its importance in this context, this activity has not yet reached the status of "profession". The main motivation for the involvement of these individuals in projects that promote forró in Europe is ideologically cultural and is provided by feelings of satisfaction, happiness, pleasure and altruism. However, the desire for the value of his work grows as the time and effort expended on it increases.
This paper aims to understand the social phenomenon of the process of professionalization of individuals who identify themselves as forró teachers, and who work in European countries. It also seeks to understand the relationship of these individuals in the construction of a forrozeira community in Europe. Based on a case study, I used semi-structured interviews to obtain information and to know the life history of the twenty teachers interviewed, which were analyzed in a qualitative perspective. In the theoretical field, concepts related to culture, imagined community and professionalization were discussed. The results showed that the growth of forró practice in Europe is a consequence of the work done by forró teachers, but despite its importance in this context, this activity has not yet reached the status of "profession". The main motivation for the involvement of these individuals in projects that promote forró in Europe is ideologically cultural and is provided by feelings of satisfaction, happiness, pleasure and altruism. However, the desire for the value of his work grows as the time and effort expended on it increases.
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Palavras-chave
Profissionalização do forró Comunidade Forrozeira Professor de forró Forró na Europa Forró in Europe Forró Teacher Professionalism of forró Community Forrozeira