Bezerra, M. - Archaeologies 2005

8/2/2019 Bezerra, M. - Archaeologies 2005

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Make-Believe Rituals: Reflections on theRelationship between Archaeology andEducation through the Perspective of aGroup of Children in Rio de Janeiro, BrazilMarcia Bezer ra, Catholic University of Goias, Goias, Brazil

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ABSTRACTSAbstracto: Este ensayo repo rta sobre investiga ciones entre un gru po de n i6osescolares brasile6os que fu eron entre vistado s para ver com o ellos considerab anla arqueologia, com o su con ocimie nto del pasado afecta su comprension delpresente, y com o su experienc ia del presen te les informa su vista del pasado,R6sum~: Ce pa pie r presente des recherches men ees parm i un gro up e d'6co l-iers bresi l iens afin de savoir comment i ls voient l 'archeologie, comment leurconnaissance du passe affecte leur comprehension du present et commentleur exp6rience du present renseigne leurs vues du passe.

[T]he miracle that we would hope for from the bott om of our hearts, theschool as a preserved universe, island of pu ri ty -- in which all disparitiesand social struggles w ou ld come to a stop, this miracle does no t exist: theschool is par t o f the world. (Snyders 1977:18)

IntroductionTh rou gh ou t 2001 , I c oord ina t e d a n i n t e rve n t ion 1 p ro j e c t w i th a g roup o f 144twelve-y ear-old chi ldren a t a private schoo l in the c i ty of Rio de Janeiro, Brazil .The idea was to s t imula te sc ient i f ic in te res t among s tudents by appea l ing tothe c u r ios i t y t ha t m os t o f t he m ha ve a bou t a rc hae o logy , c on t r i bu t ing t o t hei rin te l lec tua l gr owth and to a be t te r un ders tand ing of a rchaeology.

This was a s ix-m ont h projec t, d iv ided in to d is t inc t phases, one of whichwas the in te rpre ta t ion of an a rchaeologica l case s tudy (a f ic t it ious a rchaeolog -ica l si te ) tha t requi red the s tudents to keep a journa l . As a way to do cu m en tand evaluate the proiect , I conducted two series of interviews, which togetherwi th the journa ls , were the fou nda t ion of m y doc tora l d i sse r ta t ion (Bezerra deAlmeida 2003) .


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T h e o b je c ti v es o f th e d i s s e r t a t i o n - - d i f f e r e n t f r o m t h o s e o f t h e i n t e r v e n t i o npro j ec t - -w ere r e l a t ed t o r e f l ec ti on on t he r e l a t i onsh ip o f t he pub l i c ( e spec i al lych i l d ren ) wi th a rchaeo logy and a rchaeo log i s ts . W i th t h i s goa l i n m ind Isoug h t an u nde rs t and ing o f the soc i a l r ep resen t a t i ons o f a rchaeo logy fo r chi l-d r e n b y e x a m i n i n g th e e l e m e n t s th a t c o n s t i tu t e s u c h r e p r e s e n ta t io n s . I n m yd i s se r ta t i on , I d i s cus sed ques t i ons r e l a t ed t o a rchae o logy and edu ca t i on aswel l as to the socia l ro le o f archaeology.

In t h i s a r t ic l e I p resen t pa r t o f t he ana lyses o f t he i n t e rv i ews wi th s t ude n t sand o f the r epo r t s t he y wro t e as t he s t a r t i ng po in t fo r d i scus s ing t h ree m aintop ics : (1) t he i n t r od uc t i o n o f a rchae o logy i n s choo l s a s a mec han i sm o f ac -ces s t o t he s t uden t s ' wor ldv i ew; (2 ) t he soc ia l r ep resen t a t i ons o f a rchaeo logya n d p r e h i s t o r y f o r th e c h i ld r e n ; a n d ( 3) a r c h a e o l o g y a s a n i n s t r u m e n t f o re m a n c i p a t o r y e d u c a t i o n a l p r ac ti se .

I emphas i s e ana lysi s o f the r epo r t s , bu t cons ide r a l so t he o ra l acc oun t s a s away t o r e f lec t on ques t i ons t ha t g ive us a be t t e r un ders t a nd in g o f t he cu l t u reo f ch i l d ren (D em ar t i n i 2002) , wh ich I be li eve t o be c r it ica l fo r deve lop ing t here l a t ionsh ip be twee n a rchae o logy and educa t i on . These da t a a re a lso impo r -t an t i n t he e l abo ra t i on o f i n t e rven t i on p ro j ec t s t ha t cou ld change t he s t e reo -typ i ca l v i s i on o f a rchaeo logy , a s we l l a s encourag e i ts u se as an i n s t r um en t fo rt he es t ab l i shmen t o f a c r i ti ca l pe r spec t ive on educa t i on .

T h e E d u cat ion a l ( I n terven t ion ) Projec tTh e p ro j ec t was deve lop ed in pa r t ne r sh ip wi th f ou r t eacher s a t a midd l e -c las sp r iva t e s choo l i n t he c i t y o f R io de J ane i ro . The ob j ec t ive was t he i n t ro du c t i onof a rchaeo log y as a d idac t i c t oo l fo r t he t each ing o f s evera l d is c ip l ines o f t hes c h o o l c u r r i c u lu m .

B e l iev ing t ha t t he i n t rod uc t i o n o f a rchae o logy t o ch i l d ren shou ld i nc ludeconcre t e ac t i vi ti e s, I dec ided t o con s t ruc t a m oc k a rchaeo log i ca l si te on s choo lg r o u n d s . T h e m a t e r ia l s I u s e d w e r e m o d e r n / c o m m e r c i a l c e r a m i c va se s, h u -m a n a n d a n i m a l b o n e s , m o d e r n I n d i g e n o u s n e c k la c es , a n d a s e rie s o f p ig -m ents . T he e xcav at ion was pre ced ed by fou r stages: (1) a ser ies of in terv iews;(2) a l ec ture to the s tud ents an d teach ers involved in the pro ject ; (3) an exer-c is e wi th an e xcava t i on s imu la to r t oy (Archaeo log i s t K i t) ; and (4 ) t he i n t ro -du ct io n of archa eological top ics in ar t s , sc iences, an d h i s to ry c lasses .

I n h i s t o r y classes t h e s t u d e n ts l e a r n e d s o m e i m p o r t a n t e l e m e n t s o f th e s c i-e n t i f i c m e t h o d , s u c h a s o b s e r v a t i o n a n d t h e d e s c r i p t i o n a n d e l a b o r a t i o n o fhypo theses . The s t udy o f ma t e r i a l cu l t u re was a l so cons ide red , and t h i s a l -l owed ch i l d ren to ( acco rd ing t o t hem ) "ask q uest ions o f the ob jects" A d d i t i o n -a lly , t he p rog ram m e advanc ed i ssues r e l a t ed to p reh i s t o ry .

In the sc ience c lasses , and in the context of so i l s tudies , the t eacher pre-sen t ed t op i cs r e l a t ed t o ag r i cu l tu re , emphas i s i ng t he r e l a t ion o f hum ans t o t he


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n a t u r a l e n v i r o n m e n t . T h e a r t s c u r r i c u l u m i n c l u d e d p r e h i s t o r i c a r t . I o f f e r e dt h e t e a c h e r p u b l i s h e d i c o n o g r a p h i c m a t e r ia l o n N a t i v e A m a z o n i a n p o p u l a -t ions as wel l as mot i f s fou nd in B raz i lian arch aeo log ica l s ites . In the f i rs t case Iw a n t e d t o c o n s i d e r t h e m e a n i n g o f th e m o t i f s f o r t h e N a t i v e p o p u l a t i o n s a n d ,i n th e s eco n d , t o p r e s en t Br az i li an r o ck a r t t o t h e s t u d en t s , im p r o v in g t h e i r u n -d e r s t a n d i n g o f t hi s t y p e o f a r t. T h e s t u d e n ts e l a b o r a t e d t h e ir o w n i n t e r p r e ta -t i o n s o f t h e p a i n t i n g s b a s e d o n i n f o r m a t i o n p r o v i d e d b y t h e t e ac h e r. I n t h ec l a s s r o o m s t age o f t h e p r o j ec t , th e s t u d en t s c h o s e mo t i f s an d co p i ed o r c r ea t edp a in t i n g s i n r ed an d b l ack o n t h e ex t e r n a l s u rf ace o f ce r am ic vas es. T h e p r o d -u c t s o f t h i s ac t i v i t y w er e u s ed i n t h e ex cav a t io n . I n t h i s w ay, w e c r ea t ed an i n -c r e as i ng i n v o l v e m e n t w i t h a r c h a e o l o g y i n t h e c l a s s r o o m a n d s t u d e n t s w e r eab l e t o f am i l ia r i s e t h ems e lv es w i th s c i en t if ic p r o c ed u r es o f ex cav a t io n .I n t e r v i ew s w er e co n d u c t ed b e f o r e an d a f t e r t h e p r o j ec t an d t h e y a ll o w ed met o g e t t o k n o w t h e t a rg e t p o p u l a t i o n , c o n t r i b u t i n g t o t h e d e v e l o p m e n t o f ac -t iv i ti e s an d s e r v in g a s an i n s t r u m en t t o ev a lu a t e t h e p r o j ec t its elf. T h e r ep o r t sco n c e r n t h e ex cav a t io n an d w er e a ls o u s ed a s ev a lu a t i o n t o o ls . A t th e en d o f t h ep r o j ec t I p r o d u ce d an ed u ca t i o n a l v id eo ( Beze r r a d e A lm e id a an d L o p es 20 01 )a b o u t t h e r e la t i o n sh i p b e t w e e n a r c h a e o l o g y a n d e d u c a t i o n .

Th e Rep orts and In terviews: The Chi ldren's V oicesTh e te s t im on y of ch i ld ren i s a fe r t il e way to inves t iga te ques t ions p er ta in ing toch i ld h o o d ( Q u in t e i r o 2 0 02 :3 5). L i s ten in g t o ch i ld r en m ean s u n d e r s t an d in g t h a tt h ey b r in g t o s ch o o l t h e i r mu l t i p l e b e lo n g in g s , t h r o u g h w h ich , acco r d in g t oDayre l l (2001) , th ey crea te the i r "own cu l tu re , g lasses th r ou gh wh ich the y see ,f ee l , and a t t r ibu te sense and meaning to the wor ld" (141 ; a l so see Gusmao2 0 0 3 ). D em ar t i n i (2 00 2) p o in t s o u t h o w l i tt le u s e w e mak e o f t h e s t a t em en t san d cr i t iques o f ch ild ren . On e excep t ion i s F lo res tan F ernande s ' s (1979) c lass icw o r k "A s 'T r o c in h as ' d o b o m r e t i r o " i n w h ich h e co n s id e r s t h e cu l t u r e o f t h ech i ld ren l i v in g in w o r k in g - c l a s s n e ig h b o u r h o o d s i n t h e c i t y o f Sao Pau lo .

I n r a p p o r t w i t h F e r n a n d e s 's t h i n k in g , I e m p h a s i s e t h e i m p o r t a n c e o f th ech i ld r en ' s acco u n t s a s a r e s ea r ch s o u r ce . I co n s id e r t h e voices o f t h e ch i l d r ent h r o u g h i n t e r v i e w s a n d r e p o r t s s o a s t o a c c e s s - - i n b e t w e e n the l i n es o f t h e i rn a r r a t i v e s a b o u t i m a g i n e d p r e h i s t o r i c r i t u a l s a n d t h e i r r e p r e s e n t a t i o n s o fa r c h a e o l o g y - - t h e " c u l tu r a l w o rl d s" ( Q u i n t e i r o 2 00 2) o f a g ro u p o f m i d d l e -c l as s tw e lv e - y ea r - o ld s t u d e n t s i n R io d e J an e i r o .

The R eportsE a c h g r o u p o f f o u r c h i ld r e n r e ce i ve d a n i n d e x c a r d f o r th e d e s c r i p t io n a n d i n -t e r p r e t a t i o n o f t h e m a t e r i a l s th e y f o u n d i n t h e m o c k e x c a v at io n . In t h e i r r e -


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p o r t s , t h e s t u d e n t s r e l a t ed t h e s ite to t h r e e g ro u p s : m e n , w o m e n ( g e n d e r ) , a n dc h i l d r e n ( a g e ). T h e c a u s e s o f d e a t h a t t r i b u t e d t o m e m b e r s o f e a c h g r o u p w e r ed i ff e re n t . S o m e m e n w e r e t h o u g h t t o h a v e d i e d o f di se a s es a n d n a t u r a l c a u s e s ,b u t t h e m a j o r i t y w e r e s a id t o h a v e d i e d o f v io l e n t c a u s e s s u c h a s w a r s , in v a -s i o n s , a n d c a n n i b a l i s t i c p r a c t i s e s . O n e r e p o r t r e la t e s a r i tu a l i n w h i c h a m a na n d a n a n i m a l w e r e r o a s t e d i n a h e a r t h . T h e m a n w a s s e e n as a v i c t i m o f c a n -n i b a l is m , w h i c h h e c o u l d n o t e s c a p e. O t h e r r e p o r t s s t a te t h e m a n ' s d e a t h r e -s u l te d f r o m h i s b r a v e a t t e m p t t o d e f e n d h i m s e l f o r h is t e rr i to r y . Y e t a n o t h e rr e p o r t r e g i st er s th e d e a t h o f a " R e l ig i o u s p r i m i t i v e m a n w h o w a s k i ll ed b e -c a u s e h e k n e w s o m e t h i n g a n d w a s b u r n t a n d c u t in t o p i e ce s , m u t i l a te d . "

T h e c h i l d re n r e f e r re d m o s t l y t o " p r e h i s t o r ic m e n " ; w o m e n w e r e c it e d i no n l y tw o c as es . E x p l a n a t i o n s f o r t h e d e a t h s o f w o m e n w e r e d i ff e re n t : a w o m a nw a s c o n s i d e r e d t o b e t o b l a m e f o r h e r o w n f a t e, a c c u s e d o f b r e a k i n g r u le s a n dc o m m i t t i n g s in s . I n o n e c a s e t h e c h i l d r e n d e s c r i b e d a d e a t h r i tu a l o f a c o u p l ea c c u s e d o f t r a n s g r e s s in g r e l ig i o u s c a n o n s . T h e w o m a n w a s b l a m e d f o r th e" s i n ; ' w h i l e t h e m a n w a s ju s t a n "a c c o m p l i c e ." C h i l d r e n a r e m e n t i o n e d i n t w oc a se s o n l y : o n e w a s a c h i ld e a t e n b y a n a n i m a l a n d t h e s e c o n d w a s a g ir l w h ob e c a m e ill a n d d i ed . N e i t h e r o f th e s e c h i ld r e n c o u l d h a v e d e f e n d e d t h e m -s e lv e s , w h i c h f re e s t h e m f r o m t h e r e s p o n s i b i l i t y o f t h e i r d e a th s .

A m a l e p e rs p e c t i v e p e r m e a t e s a l l s t u d e n t d i s c o u r s e - - b o y s a n d g ir ls . T h er e p o r t s r e f e r r e d to " p r i m i t i v e m a n , " " N e a n d e r t h a l m a n , " o r " p r e h i s t o r ic m a n . "M e n w e r e c h a r a c t e r i s e d a s r e s p o n s i b l e f o r s u b s i s te n c e , s e c u r it y , a n d r e l ig i o u sr i tu a l s . W o m e n , c i t e d in le ss t h a n 1 0 p e r c e n t o f t h e r e p o r t s , a p p e a r i n d i s a d -v a n t a g e d s i tu a t io n s , s u c h a s d y i n g i n c o n s e q u e n c e o f d i s o b e y i n g s o c ia l ru l esa n d a s b e i n g i n c a p a b l e o f t a k i n g c a r e o f t h e i r o w n s e cu r it y . M o r e o v e r , th e d e -s c r i p t i o n o f m a t e r i a l c u l tu r e r e l a te d p r e d o m i n a n t l y t o w h a t t h e c h i l d re n s ee a st h e m a s c u l i n e u n i v e rs e : h u n t i n g a n d f is h i ng i m p l e m e n t s , c e r a m i c v as e s f o rm a l e o r g a n i s e d r it u al s , s a c r ed a m u l e t s f o r m e n , a n d s o o n . E v e n th e c r e a t i o no f th e c e r a m i c s is a t t r i b u t e d t o m e n . A r t e f a c ts r e l at e d t o w o m e n a r e in v a r i a b l yr e l a t e d t o p e r s o n a l a e s t h e ti c s , s u c h a s n e c k l a ce s .

I n m o s t o f t h e r e p o r t s e x a m i n e d , s t u d e n t s ' i n t e rp r e t a t i o n s u s e d e l e m e n t sa ls o p r e s e n t i n th e i n t e rp r e t iv e m o d e l s o f p r o f e s si o n a l a r c h a e o l o g is t s. T h ew o r d s pr imi t ive , evo lved , dominat ion , invas ion , invent ion , a n d civilization a r ef r e q u e n t l y u s e d t o d e s c r i b e p r e h is t o r y . T h e i r r a t i o n a l e is t h a t " p r i m i t i v e m e n "e a t a n y t h i n g t h a t s u r r o u n d s t h e m a n d t h a t t h e y o n l y m a n a g e t o " d o m i n a t e "n a t u r e w h e n t h e y " i n v e n t " a g r ic u l t u re , b e c o m i n g " e v o lv e d ." T h i s w o u l d a l lo ws e d e n t i s m , w h i c h w o u l d i m p l y g r e a te r c o m p l e x i ty , v e r if i ed b y t h e " b e a u t i f u lc r a f t a n d c e r a m i c v a s e s " u s e d i n r e l ig i o u s r it u a ls .D u v e e n ( 2 0 0 2 ) o b s e r v e s t h a t " t h e c h i l d is u s u a l l y t h e m o s t c o n s e r v a t i v e e l-e m e n t i n a c l a s s r o o m " ( 1 8 8 ) . H e t h i n k s t h a t c h i l d r e n ' s r e s i s t a n c e t o a n e g a l i -t a r i a n v i s i o n o f t h e g e n d e r s r e p r e s e n t s a f e a r o f " t h e l o s s o f a s h a r p a n d c l e ari m a g e o f t h e w o r l d " ( 28 8 ) t h a t n o t e v e n f a n t a s y d a r e s to u n d o . C h i l d r e n c l ea r lyp r e f e r a l i n e a r e v o l u t i o n a r y m o d e l t o e x p l a i n th e p r e h i s t o r i c p a s t . T h e a d a p t i v e


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model desc r i bed by ch i l d ren i s s t rong ly pe rmea t ed by t he co lon i a l i s t l egacy(F unar i a nd Noe l li 2002).

T h e I n t e r v i e w sBesides so l ic i t ing repor t s , I conducted two ser ies of in terv iews: the f i r s t wasm a d e d u r i n g t h e b e g i n n i n g o f t h e p r o j e c t, b e f o r e th e s t u d e n t s h a d a n y c o n t a c twi th a rch aeo logy i n t he s choo l , and t he s econd , t h ree m on ths la te r, du r ing t heconc lud ing s tages o f t he p ro j ec t . 2 The s t uden t s were i n t e rv i ewed i nd iv idua l lyand i n g roups . Th e pu rpos e o f t h is s t r a t egy was t o eva lua t e the p ro j ec t , i den -t i fy ing changes i n t he pe rcep t i on and a t t i t ude concern ing a rchaeo logy . Th i sd i f ference was co ns ide red in m y analys is of the in terv iews .

I d id no t cons ide r ques t i onna i res adequa t e s i nce , when i t comes t o ch i l -d r e n , w r i tt e n a s s ig n m e n t s a r e n o t t h e b e st w a y t o o b t a i n i n f o r m a t i o n ) T h e a c to f w r i t in g is a s s oc i at e d w i t h " h o m e w o r k , " m a k i n g c h i ld r e n v e r y w o r r i e d a n danx ious a bou t g iv ing t he co r rec t answers . Th e r e su l t is t ha t t hey do no t exp res sthemse lves spon t aneous ly . F u r the r m ore , d u r ing an i n t e rv i ew i t is pos s ib l e fo rt he i n t e rv i ewer t o r epea t o r exp l a in any que s t i on t ha t t he s t ud en t m ay haved i f f icu l t y unde r s t and ing . I chose a s emi s t ruc tu red t ype o f i n te rv i ew, de f i nedby L~idke and And r6 (1986) a s a t echn iq ue t ha t , o rga n i s ed a ro un d a bas ic p l an ,a llows fo r adap t a t i ons t ha t m ay beco m e neces sa ry du r ing t he cou r se o f t he r e -search .

In som e cases, it was ac tua l ly neces sa ry t o i n t rod uce new m etho ds a longthe way . Th e o p t i on o f v ideo t ap in g was pa r t i cu l a r l y i n te res t i ng s ince i t a l-l owed fo r t he do cu m en t in g o f "nonv erba l d i s cou r ses ) ' Desp i t e i n i ti a l con -s t r a in t , mo s t o f t he s t uden t s w ere ve ry en thus i as ti c abo u t t he v ideo t ap ing .

In t h i s s ec t i on I cons ide r t he f i r s t s e r i e s o f i n t e rv i ews . Th roughou t t hep r oc e ss , t h e m o d i f ic a t i o n s I m a d e c o n c e r n e d m a i n l y th e f o r m a t o f t h e q u e s -t io n s a n d t h e i n t r o d u c t i o n o f n e w q u e s t io n s , d e ri v e d f r o m q u e s t io n s b r o u g h tup by t he s t uden t s .

I a sk e d t h e c h i l d r e n , " W h a t i s t h e f ir st im a g e t h a t c o m e s t o y o u r m i n d w h e ny o u h e a r t h e w o r d archaeology? D o y o u k n o w a n y a rc h a e ol og i st s? W h a t d o e sa n a r c h a e o l o g is t do ? W h a t is t h e p u r p o s e o f a r c h a eo l og y ? H a v e y o u h e a r d o fa rchae o logy he re i n B razil? W hat wo u ld be y ou r f ir st r e sponse sho u ld yo u f i nda bu r i ed ( anc i en t ) ob j ec t ?" These ques t i ons r e l a t e t o a t h ree -d ime ns ion a l un i -ve r se : i n fo rmat ion , r ep resen t a t i on , and a t t i t ude . Information c o n c e r n s t h eo r g a n i s a ti o n o f k n o w l e d g e t h a t a d e t e r m i n e d g r o u p h a s o v e r a n o b j e c t; repre-sentation is t he image o r soc ia l mo de l t ha t a llows fo r me d i a t i on be twe en t hes u b je c t a n d t h e g r o u p o r c o n c r e t e w o r l d ; attitude emphas i s es g loba l o r i en t a -t i on i n r e l a t i on t o t he ob j ec t o f r ep re sen t a t i on (Moscov i c i 1978 :69).

I s t a r t ed each i n t e rv i ew by ask ing t he ch i l d t o desc r i be t he f ir s t image t ha tc a m e t o m i n d w h e n h e o r s he h e a r d th e w o r d archaeology. O n e o f t h e s t u d e n ts


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Make-Believe Rituals 6 5s a id t h a t h i s im ag e o f a r ch aeo l o g y was t h a t o f " s o m eo n e ex cav a t i n g i n a d es e r tl o o k i n g fo r a d in o s au r . " We co u l d t h en a s s u m e t h a t t o h i m t h e a rch aeo l o g i s two rk s o u t d o o r s , i n t h e d es e r t , an d t h a t a r ch aeo l o g y is a ss o c i a ted w i t h ex cav a -t i o n . N ev e r t h e le s s , w h en a s k ed s p ec i fi ca ll y ab o u t t h e workplace o f a r c h a e o lo -g is ts , th e s am e s t u d en t an s w ered , "O h , I t h i n k h e wo rk s a t s o m e k i n d o f o f fi cewh ere h e k eep s t h e r e l ic s h e f in d s , s o m ep l ace i n w h i ch h e k eep s a l l o f h i s r e -p o r t s ? ' Th es e a s s o c i a t io n s were f r eq u en t i n t h e ch i ld ren ' s acco u n ts . Nev e r t h e -le ss , w h en r e f lec t in g o b j ec t iv e l y ab o u t t h e w o rk p l ace , th ey p o i n t t o a v e ryd i f feren t scenar io .

In o t h e r wo rd s , wh e n a s k ed d i r ec t l y ab o u t t h e w o rk p l ace o f a r ch aeo lo g i s ts ,m o s t s t u d en t s an s w ered b y r e fe r r i n g t o c l o s ed s paces. Th e f r eq u en t m e n t i o no f ex cav a t i o n s was r e l a ted t o t h e k i n d o f ac t i v i ty in w h i ch a rch aeo l o g is t s en -g ag e . Th e a s s o c i a t i o n b e t ween ex cav a t i o n an d work i s no t c lear in the re-s p o n s es . Th i s m ay h av e ro o t s i n t h e co n c ep t o f wo rk i t s e lf fo r t h e ch i l d ren .

In h e r an a ly s is o f t h e co n cep t o f wo rk i n d i d ac t i c b o o k s , Fa r ia (2 0 0 0) c o n -c l u d es th a t , f o r ch i l d ren i n p u b l i c s ch o o l s , w o rk i s a s u rv iv a l i n s t ru m en t , an df o r c h i l d re n i n p r i v a te s c h o o l s w o r k i s a k i n d o f a m u s e m e n t . A c c o r d i n g to h e ran a ly s is , s t u d y i s ch i l d ren 's wo rk an d an y k i n d o f m an u a l l ab o u r is d esp i s ed .Sh e t h i n k s t h a t i n a cap i ta l is t s o c ie t y , s ch o o l s ep a ra t e s "h o m o fab e r " f ro m" h o m o s a pi en s ?' T h e d i s t in c t i o n is m a d e i n d i d a c ti c b o o k s w h e n t h e y s e p a-r a t e m a n u a l f r o m i n t e l l e c t u a l w o r k . T h e f o r m e r w o u l d c o r r e s p o n d t o t h epea san t wi th h i s too l s , the l a t t e r to th e e xecu t ive a t h is o f f i ce desk . She con-c l u d es t h a t "in t h e i d eo l o g y o f t h e d o m i n a n t c la ss , t h e d i f f e ren ce b e t weenm a n u a l a n d i n te l le c t u a l l a b o u r r e st s o n t h e p a r t o f th e b o d y t h a t e x e c u t e s t h eac t iv i ty" (65) .

I t i s i m p o r t a n t t o m e n t i o n t h a t F a r i a b a s e d h e r s t u d y o n d i d a c t i c b o o k sa n d q u e s t i o n n a i r e s a n s w e r e d b y c h i l d r e n in b o t h p u b l i c a n d p r i v a t e schools.H e r p o i n t o f v ie w i s c o n s i d e r e d h e r e a s a p o s si b le e x p l a n a t i o n o f t h e d i s-t i n c t i o n t h a t t h e s t u d e n t s m a d e b e t w e e n e x c a v a t i o n ( m a n u a l l a b o u r ) a n dw o r k i n c l o s e d sp a c e s ( in t e l le c t u a l w o r k ) . T h e i n t r o d u c t i o n o f t h e w o r d workin m y q u e s t i o n r e s u l t e d i n s t u d e n t s a t t e m p t i n g t o a d a p t t h i s n e w i m a g e - -a r c h a e o l o g y a s w o r k - - w i t h i n t h e i r p a r t i c u l a r u n i v e rs e o f r e p r e s e n t a t io n s ,wh ere a rch aeo l o g i ca l w o rk h as a we l l -d e f i n ed fo rm : i t is in t e l l ec tu a l , h en c e ,p e r f o r m e d i n c l os e d e n v ir o n m e n t s .

T h e s t u d y d e v e l o p e d b y N a d a i a n d B i t t e n c o u r t ( 2 00 0 ) i n a p r i v a te s c h o o li n S~o Pau l o , w i t h ch i l d ren o f t h e s am e ag e r an g e , r ev ea l s a p i c t u re c l o se l y r e -l a t ed t o m y d i s cu s s i o n . Acco rd i n g t o t h e au t h o r s , t o m o s t s t u d en t s " t h e p e -r i o d o f 's l av e ry ' was p re v i o u s t o t h a t o f 'i n d u s t r i a l iza t i o n , ' ev en wh e n t h eyco n s i d e red wo rk i n t h e m i l l as a p ro ces s o f i n d u s t r i a l iza t i o n . Th e an t e r i o r i t yis d e t e r m i n e d b y t h e u s e o r n o t o f ' h u m a n f o r c e ' " ( 83 ) . F o r th e m , m a n u a ll a b o u r i s a n i m p o r t a n t i n d i c a t o r o f t h e i r n o t i o n o f t im e , w h i c h i m p l ie s "t e c h -n o l o g i ca l ad v an cem en t ? ' Th i s p e r s p ec t i v e s u g g es t s t h a t , f o r t h e s t u d en t s ,t ech n o l o g i ca l p ro g res s i s a s s o c i a ted w i t h t h e e s t ab l i s h m en t o f an o t h e r


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66 MARCIA BEZERRA

m o d a l i t y o f w o r k t h a t d o e s n o t r e q u i r e " h u m a n f o r c e " t h a t i s, i n te l le c t u a lw o r k .

I bel ieve, therefore , tha t the no t ion of wo rk fo r middle-c lass ch ild ren in o ursocie ty supp or t s the idea o f a rchaeo logy as adventure , since to them , ( i ) excava-t ion ge ts co nfo un de d wi th arch aeo logy; (2) w ork is associa ted wi th in te l lec tua lactivit ies ; (3) ex cavat ion is a m an ua l act ivi ty; a nd (4) work, for sch oolch i ldren,i s syn ony m ous wi th study , bu t , on the o the r hand , o u t do or m anua l ac tiv it ies a reident i f ied with non pro fess iona l activi ties or w i th play/leisure.

C o n c e r n i n g t h e q u e s t io n " D o y o u k n o w a n y a rc h a e o lo g is ts ? " t h e r e w e r ethree typ es o f answers : (1) f i c t ional charac ters : Ind iana Jones , the research ersof Jurass ic P ark , an d the cha rac ter o f a cab le t e lev i s ion ser ies; 4 (2 ) n egat ive an -swers ; and (3) me ( the i r in terv iewe r) . Clear ly the f i c t ional chara c ters kno w nt o t h e ch i l d ren r e i n fo rce th e i d ea o f a r ch aeo l o g y as ad v en t u re . Th e f i l m an dt e l ev is i o n p ro d u c t i o n s c i t ed b y th e ch i l d ren p u rv ey an i m ag e o f t h e a rch aeo l -o g i s t t h a t , f o rg ed f ro m t h e d o m i n a n t i d eo lo g y , i n s tan t i a te s t h e t ro p e o f ex -p lor er o f "exo t ic c iv ili sa tions," and reaf f i rms the d om ina nt v iew o f theo cc i d en t a l wh i t e m an , r i ch o r s u p p o r t e d b y a p a t ro n , w h o is a ls o a wh i t e o cc i -d e n t a l m a n .

E v e n t h o u g h s e v e r a l c h i l d r e n a l l u d e d t o t h e f e m i n i n e s p h e r e - - u n d o u b t -e d l y d u e t o m y p r e s e n c e - - t h e m a s c u li n e i m a g e is d e e p ly e m b e d d e d i n t h e i rp e rcep t i o n s . Th i s was p a r t i cu l a r l y ev i d en t am o n g t h e s t u d en t s wh o c i t ed t h e"a rch aeo l o g i s t " o f Ju ras s ic Pa rk - - i n an s wer t o t h e s eco n d q u es t i o n . Th e r e -s ea rch e rs in t h e f il m in q u e s t i o n a re ac t u a l ly p a l a eo n t o l o g i s t s - - a c o u p l e - -n ev e r t h e le s s t h e ch i l d ren m en t i o n e d o n l y th e m an . T h e f i lm s u gg es ts ag en d e red d i v i s io n o f r e sea rch areas: t h e m an s t u di e s d i n o s au r s a n d t h e w o m ans tud ies p lan t s .

T h e s t u d y d e v e l o p e d b y T h o m a z ( 20 0 1 ) w i th c h i ld r e n o f t h e s a m e a g eran g e i n t wo p r i v a t e sch o o l s in R i o d e ) an e i ro s ho ws t h a t t wo - t h i rd s o f t h ed rawi n g s d ep i c t ed m a l e a rch aeo l o g is t s, wh i le f em a l e a rch aeo l o g i st s were r ep -r e s e n te d i n o n l y o n e - t h i r d o f t h e d r a w in g s . N o n e o f t h e b o y s d e p i c t e d w o m e n ,b u t t h e g ir ls li n k ed a rch a eo l o g y w i t h w o m en i n o n e - t h i rd o f th e cas es . In t h i scas e, ch il d ren m ad e d rawi n g s w i t h o u t t h e k n o w l ed g e th a t t h e y were d es t i n edto go to a fem ale archaeo log is t , which m ade b iases in tha t reg ard imp oss ib le .Th e s t u d ie s o f Du v een (2 0 02 ) s h o w t h a t , ev en b e t ween ch i l d ren " t h e g en d e r sa re n o t a t e r r a i n f r ee o f d i s p u te s , an d ev en h e re p o w er r e l a t io n s can g e n e ra t eres i s tance" (289) .

Th e u n p re t en t i o u s i n t e rp re t a t i o n s o f ch i l d ren r ev eal a wo r l d v i ew t h a t r e -f l ec t s two i s sues cons idered by San tos (2002) as " foundat ional discover ies o ft h e m i l l en n i u m " a n d t h ey a re " t h e s avage , as t h e l o cu s o f in fe r i o ri t y , an d n a -t u re , a s t h e l o cu s o f ex t e r i o r i t y " (3 5 ), i n o t h e r wo rd s , " t h e p r i m i t i v e , th e o t h e r ,t h e d i f f e ren t , t h e n o n ev o l v ed . " Fu r t h e r , th e cu l t u re o f ch i l d ren u n d e r l i n es t h ep o l a r i s a t i o n o f f em a l e an d m a l e ro le s , l ean i n g t o ward a v i si o n t h a t em p h as i se sm a l e d o m i n a t i o n an d , c o n s eq u en t l y , fem a l e f ragility .


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Make-Believe Rituals 6 7A rcha eology and Edu cation

Sch o o l i s n o t t h e fo rem o s t ag en t r e s p o n s i b l e fo r t h e fo rm a t i o n o f t h es e u n -eq u a l s o c ia l an d cu l t u ra l co n s t ru c t i o n s . T h es e a re fo rg ed b e fo re t h e i n d i v i d u a len t e r s s ch o o l , b u t i n t h e s ch o o l s p ace t h ey a re o f t en p e rv e r s e l y cu l ti v a ted .Th u s , i n s tead o f c r ea t i n g i n d i v id u a l s co n s c i o u s o f t h e cu l t u ra l d i v er si ty , s ch o o lm o u l d s i n d i v id u a l s w h o r e p r o d u c e t h e s t e r e o ty p e s o f th e d o m i n a n t c u l tu r e(Gusm~o 2003:155).

Fre i re (2002) harsh ly cr i t i c izes th i s p rac t i se , which he ca l l s "banking edu-ca t i o n " wh ere t h e fo cu s i n t h e ed u ca t i o n a l p ro ces s is t h e t each e r. S t u d en t s a r es i m p l y o b j ec ts an d , a s su ch , d o n o t k n o w an y t h i n g . Th e i r ac t i o n s a re r e s t ri c t edto l i s ten ing , rece iv ing , fo l lowing , an d adap t ing . Such a co n tex t e rases crea t iv -i t y an d c r i t i q u e an d em p h as i s e s p as s iv i ty an d n a i v e te .

In this m od el F rei re (2002) cr it icises th at th e teach er acts as an a utho ri ty , inch a rg e o f r ep ro d u c i n g t h e d o m i n an t d i sco u r se . P r iv il eged st u d en t s w o u l d h av et h e t a sk o f l eg it im a t i n g an d m a i n t a i n i n g t h e i r d o m i n an t w o r ld v iew; an d d is -f av o u red s tu d en t s wo u l d en d u p accep ti n g t h e cu l t u ra l i m p o s i t io n , p e rp e t u a t -ing the i r exc lusions. W i th v ery li tt le o r no access whatsoever to wha t Bo urd ieu(1987) calls "cu l tural capital ," these less privi leged gro ups w ou ld largely igno rethe va lue of the i r cu l tu ra l her i t age . This fos ters the fo rmat ion of ind iv idual swh o a re u n l i k e ly t o a b an d o n t h e i r co n d i t io n o f s u b se rv ien ce , u n ab l e t o p ro b -lemat i se rea l i ty , and unprepared to assume the i r h i s to r ica l p lace , cons ider ingthemselves as sub jec t s in the con s t ruc t ion o f the i r ow n iden t i ti es . Th is makes i tposs ib le fo r the ind iv idual to be cu l tu ra l ly invaded , s ince the assum pt ion of cu l -t u ra l i d en t it ie s o p e n s t h e way fo r t h e i n v as i o n o f an i d en ti tT fo rg ed b y t h e d o m -inan t in teres t s tha t t en d to ho m oge nise the d i f ferences (Fre ire 2002) . To Frei re ,t h e o n l y way t o ch an g e t hi s p i c tu re i s th ro u g h t h e u n d e r s t an d i n g o f ed u c a t i o nas revo lu t ion ary cu l tu ra l ac t ion . He s ta tes tha t i t is th ro ug h edu cat ion tha t i t isposs ib le fo r ind iv iduals to "kn ow the whys a n d haws o f t h e i r ad h e ren ce t o t h ereal i ty tha t gives the m a false kno wled ge o f i t sel f an d of them selves" (172).

A r c h a e o l o g y d e al s w i th t h e p a s t - - o n e o f t h e m o s t c r i ti ca l e l e m e n t s o f c u l-t u ra l i d en t i ty . M an i p u l a t i o n o f t h e p as t h as s e rv ed p o l it ica l ag en d as wo r l d -wi d e , cau s in g t h e lo ss o r d en i g ra t i o n o f cu l t u ra l i d en t i t y am o n g m i n o r i t i e st h a t a r e ex c l u d ed f ro m h i s t o r i ca l r eco rd s . Th i s i n c l u d es t h e ap p ro p r i a t i o n o fa r c h ae o l og i c al p a t r i m o n y b y t h e d o m i n a n t g r o u p s a n d t h e s p o l ia t io n o f th em e m o r i e s o f t h e d i s ad v a n t ag e d a n d u n d e r r e p r e s e n t e d .

T h e s e o b s e r v a ti o n s i n d ic a t e th e i m p o r t a n c e o f t h e d e v e l o p m e n t o f a n a r -ch aeo l o g i ca l ed u ca t i o n p ro g ram m e i n s ch o o l s . F i r s t , b ecau s e b y co n s i d e r i n gq u es t i o n s t h a t r eq u i r e t h e s t u d y o f d i f f e ren t cu l t u re s t h ro u g h m a t e r i a l cu l t u re ,a r ch aeo l o g y a llo ws t h e s t u d en t s t h e ac k n o w l ed g m en t o f th e i r o w n cu l t u ra liden t i ty . Secon d , as a sc ien ti f ic d i sc ip l ine , a rcha eo log y can awaken the in teres to f s t u d en t s i n s c i ence in g en e ra l , s o m e t h i n g t h a t I b e li ev e is fu n d a m en t a l t ot h e d ev e l o p m en t o f a c r i ti ca l a t t it u d e .


9/11

68 M A R C I A B E Z E RR A

Con c l u s i o n

A t t h e e n d o f t h e p r o j e c t , d u r i n g t h e s e c o n d s e r ie s o f i n t e r v i e w s , I v e r i f i e d t h a tt h e m a j o r i t y o f t h e s t u d e n t s w e r e a s t o n i s h e d w h e n t h e y re a l i se d t h a t t h e w o r ko f a rc h a e o l o g i s ts w a s n o t r e s t r i c te d t o e x c a v a t io n . M o s t a n s w e r s d e m o n s t r a t et h a t t h e s t u d e n t s c o n s e q u e n t l y e l e v a te d a r c h a e o l o g y to t h e c a t e g o r y o f w o r k .I t is w o r t h r e m e m b e r i n g t h a t d u r i n g t h e f i rs t i n t e rv i e w s i t w a s v e r y c le a r t h a tt h e i r n o t i o n o f w o r k r e f e r r e d t o in t e l le c t u a l a n d n o t m a n u a l a c t i v it ie s . I f a r -c h a e o l o g y w a s a s y n o n y m o f e xc a v a ti o n , a n d a s so c ia te d w i t h m a n u a l l a bo u r ,i t c o u l d n o t b e c o n s i d e r e d a s w o r k i n t h e f u ll s e n s e o f t h e c o n c e p t . F o r t h e m ,a r c h a e o l o g i s t s e n t e r e d t h e p i c t u r e o n l y b y fi n d i n g i n t e r e s t in g o b j e c t s , b u t f r o mt h a t m o m e n t o n t h e i n te l le c t u al w o r k w o u l d g e t s t a r te d u n d e r t h e r e s p o n s i -b i l i t y o f a n o t h e r p r o f e s si o n a l . W h a t t h e y s a id a f t er th r e e m o n t h s is t h a t a r -c h a e o l o g is t s w e r e t h e o n e s i n c h a r g e o f t h e e n t ir e p r o c e s s - - f r o m e x c a v a t io n t ol a b o r a t o r y - - a n d t h a t e x c a v at io n in c l u d e d n o n m a n u a l l a b o u r su c h a s d r a w -i n g , r e g i s te r i n g , s t u d y i n g , a n d r e p o r t w r i ti n g . W e c a n s ee t h a t t h e y s t a r t e d r e -f e r r i n g t o t h e r e a l a r c h a e o l o g i s t a s a p r o f e s s i o n a l l ik e a n y o t h e r : " E x c a v a t i n g i sf u n ; I j u s t t h i n k t h a t i f y o u a r e a pro fe s s iona l archaeo log i s t i t g e t s m o r e d i f f i c u l tt h a n w h a t w e d i d h e r e i n s c h o o l . "

W e c a n s e e t h a t t h i s g r o u p o f c h i l d r e n l e a r n e d , i n p r a c t i s e , t h a t t h e r e i s n od i c h o t o m y b e t w e e n m a n u a l a n d i n te l l ec tu a l w o r k ; t h a t m a n u a l l a b o u r r e -q u i r e s i n t e l le c t u a l i n p u t a n d t h a t , b y t h e s a m e t o k e n , a l l i n t e ll e c t u a l j o b s r e -q u i r e s o m e d e g r e e o f m a n u a l l a b o u r . I n a s o c i e ty w i t h a s l a v o c ra t t ra d i t i o n ,s u c h a s B r a z il , t h i s in t e r v e n t i o n i n t h e s t u d e n t s ' c o n c e p t o f w o r k m a k e s s o m ed i f f e r e n c e .

I h o p e i t i s c l e a r t h a t a r c h a e o l o g y i s a v a l u a b l e t o o l i n t h e c o n t e x t o f e d u -c a t i o n a n d t h a t w e c a n u s e it t o r ef l ec t o n i d e a s r e p r o d u c e d i n s c h o o l s . B y c o n -c l u d i n g t h a t t h e r e p r e s e n t a t io n s a b o u t a r c h a e o l o g y a r e f o u n d e d i n o t h e rr e p r e s e n t a t i o n s , I s u g g e s t t h a t i ts p r e s e n t a t i o n s h o u l d b e a l w a y s i n t h e f o r m o fa n i n t e r v e n t i o n , s i n ce a r t ic u l a t i n g i ts c o n t e n t s w i t h t h e p u b l i c n e c e s s a r i l yt o u c h e s o n i d e as a n d v a l u e s t h a t a r e b e y o n d t h e t r a d i t i o n a l s c o p e o f th e d i s c i-p l i n e .

No t e s1. I see th is projec t as an " in tervent ion" s ince i t or ig ina ted as an ac t ion p lan wi th

de l inea t ed ob jec tives , w i th fo l low -up o f t he p l an ned ac tivi ti es , an d the c r ea t ion o f eva l -ua t ive and ac t ion mechan i sms . (See Andr4 2003 . )2 . T h e s i x - m o n t h d u r a t i o n o f t h e p r o j e c t m e n t i o n e d a t t h e b e g i n n i n g e n c o m p a s s e sthe f i r st m ee t ings fo r the e l abo ra t ion o f the p ro j ec t un t i l t he con c lus ion o f t he ed uca -t i ona l v ideo , made f rom images f i lmed du r ing the en t i r e p ro j ec t , i nc lud ing the i n t e r -v i ews wi th t h e s tuden t s .


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Make-Believe Rituals 693 . The use o f d r awi ngs has been ve ry e ff ec ti ve i n s t ud i e s w i t h c h i l d r en and abo u t

chi ldren . (See Gob bi 2000.)4 . "W al k i ng w i t h D i nosaur s ." D i scove ry K i ds p r e sen t ed by D i scove ry C hanne l .Ch ann el 41 in Brazil .

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