Pesquisa baseada em Fanzines: relatos insurgentes do trabalho docente em artes visuais

Abstract

This present work narrates, describes, and reflects from a creative perspective on my investigative journey as a researcher-teacher-artist during the Master's degree program in Arts - Professional Master's in Arts/PROFARTES Network at the Federal Institute of Goiás - Aparecida de Goiânia Campus, between the years 2021 and 2022. This study has a qualitative nature from the perspective of an Art-Based Educational Research, stemming from multiple experiences in teaching visual arts and my creation in fanzines. The object of this research is the methodological innovation/investigation of an Art-Based Educational Research, which I titled Fanzine-Based Research. In this process, a pedagogical tool called PEDAGOZINE was developed, taking the form of a box containing pedagogical and instructional fanzines. The objective was to create a pedagogical and evaluative instrument. This pedagogical tool was developed based on the reading of the work "Quarto de Despejo: o diário de uma favelada" (Child of the Dark: The Diary of Carolina Maria de Jesus), by the writer Carolina Maria de Jesus, my teaching practice, and my immersion in a printmaking studio, which led to the production of the visual identity that this object assumed, as well as a field research with collaborators for critical analysis of use and usability, aiming to enhance this object. I proposed an evaluation instrument in visual arts, PROVAZINE, which aimed to provide an alternative assessment in art, using the language of fanzines to enable students to synthesize complex themes in the field of art and aesthetically demonstrate the learned content. The analysis of the data produced by the collaborators and PROVAZINE was made possible through a methodological proposal that retroactively feeds on each investigative journey: Fanzine-Based Research. It operates from the perspective of Art-Based Research (ABR), linked to aspects of the triangular approach, in order to analyze fanzines in categories of form and content for the construction of critical visual discourses regarding the reality that surrounds us, considering the multiple subjectivities that permeate us. Finally, I make considerations about the potential of fanzines as pedagogical tools, as art assessments, and as research methodologies to answer how fanzines, as creative possibilities, can provide didactic-pedagogical solutions for teaching practices in visual arts.