Devir-criança: cadernos (de)formativos de uma professora-artista
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Data
2020-10-29
Autores
Tragante, Christiane Aparecida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O que a infância pode criar nas aulas de arte de uma instituição de ensino médio técnico? E na produção de desenhos? O que traz a uma escrita? O que se faz com a infância na vida de uma professora-artista? Esta tese traça os percursos (de)formativos de uma professora-artista produzidos em contato com a infância e a partir das experiências com as turmas de primeiro ano dos cursos técnicos em Alimentos e Açúcar e Álcool integrados ao ensino médio do Instituto Federal de Educação, Ciência e Tecnologia – o IFSP, no campus de Matão – SP. Para traçar tais percursos, o trabalho se desenvolve como uma pesquisa que se volta à experiência; se utiliza de uma linguagem que, por vezes, se deixa levar pela poesia e foge à representação e faz uso da criação de desenhos que riscam e esboçam a vida escolar em constante devir. Os percursos são entendidos também nesta pesquisa como o ato de percorrer e de colocar-se para andar como criança, dando os primeiros passos e prestando atenção, abertos para o mundo e expostos a ele, como se fez com as turmas dos cursos técnicos em questão. De início, o mote da pesquisa foi acompanhar e compreender como a arte poderia criar espaços de devir-criança dentre os estudantes do ensino técnico. Em meio ao processo de pesquisa, contudo, tais espaços também foram se criando na própria docência. A potência desta tese, portanto, está em entender a arte enquanto experiência de uma educação que lança todos nós, professores e alunos, para fora, sendo o fora, neste contexto, o informe, o espaço de singularidades, onde as coisas ainda não são, o puro devir. Para tanto, esta tese foi escrita em formato de cadernos, com o objetivo de dar conta de um fluxo de pensamentos que se materializam em escritas, poemas e desenhos que apontam para o devir-criança na (de)formação desta professora, artista e pesquisadora.
What can childhood create in art classes in a technical high school environment? And in the production of drawings? What does it bring to a written work? What happens with childhood in the life of a teacher-artist? This thesis traces the precursory formative elements of a teacher-artist produced in contact with childhood and from the experiences with the first year classes of the technical courses in Food and Sugar and Alcohol integrated in the high school of the Federal Institute of Education, Science and Technology - IFSP, on the campus of Matão - SP. To trace such elements, the work is developed as research that turns to experience; a language is utilized that, at times lets itself be carried away by poetry, avoids representation, and makes use of the creation of drawings that are etched from scratch, and sketch school life as a state, for the child, of constant becoming. The precursors are also understood in this research as a dynamic process of flowing through, and of positioning oneself to walk as a child does, taking the first steps and paying attention, open to the world, and exposed to it, as was done with the classes of the technical courses in question . At first, the research motto was to monitor and understand how art could create spaces for the child-becoming experience among the technical education students. In the midst of the research process, however, such spaces were also being created in the teaching itself. The power of this thesis, therefore, is in understanding art as the experience of an education that throws everyone, teachers and students, outward, with the outside: in this context, information, unique spaces, the place where things are not yet, still pure becoming. To this end, this thesis was written in notebook format, with the objective of dealing with a flow of thoughts that materialize in writings, poems, and drawings that point to the child-becoming in the formation of this teacher, artist, and researcher.
What can childhood create in art classes in a technical high school environment? And in the production of drawings? What does it bring to a written work? What happens with childhood in the life of a teacher-artist? This thesis traces the precursory formative elements of a teacher-artist produced in contact with childhood and from the experiences with the first year classes of the technical courses in Food and Sugar and Alcohol integrated in the high school of the Federal Institute of Education, Science and Technology - IFSP, on the campus of Matão - SP. To trace such elements, the work is developed as research that turns to experience; a language is utilized that, at times lets itself be carried away by poetry, avoids representation, and makes use of the creation of drawings that are etched from scratch, and sketch school life as a state, for the child, of constant becoming. The precursors are also understood in this research as a dynamic process of flowing through, and of positioning oneself to walk as a child does, taking the first steps and paying attention, open to the world, and exposed to it, as was done with the classes of the technical courses in question . At first, the research motto was to monitor and understand how art could create spaces for the child-becoming experience among the technical education students. In the midst of the research process, however, such spaces were also being created in the teaching itself. The power of this thesis, therefore, is in understanding art as the experience of an education that throws everyone, teachers and students, outward, with the outside: in this context, information, unique spaces, the place where things are not yet, still pure becoming. To this end, this thesis was written in notebook format, with the objective of dealing with a flow of thoughts that materialize in writings, poems, and drawings that point to the child-becoming in the formation of this teacher, artist, and researcher.
Descrição
Palavras-chave
Educação, Infância, Devir-criança, Education, Childhood, Child-becoming