Bordanças: poéticas investigativas na docência em artes visuais

Abstract

This dissertation is the result of the investigative process within the strictu sensu Postgraduate Program, Professional Master's in Network (PROF-ARTES), in the area of concentration in Art Education, in the line of Teaching, Learning, and Creation Processes in Arts. The work developed between 2022 and 2024 dealt with the experiences and frictions between the borders of artistic ⇋ research ⇋ teaching practices in visual arts, and their impact on the ways of being a teacher-artist in the context of Technical and Technological Basic Education. The investigative proposal of this work was guided by the proposition: "What are the contributions of artistic practice in embroidery, as an experimentation, that may interest other art/visual arts teachers?" and the experience of artistic practice in the language of embroidery and its interactions in teaching. The research approach used was Arts-Based Educational Research in Dias (2013), Irwin (2013), Hernández (2013), and considerations by Guimarães (2017), through self-narrative (Tourinho, 2013) and the references of Michel Foucault's (2006) “technology of the self”/self-writing. The analyses were constructed through theoretical interweavings in art education (Dewey, 2010; Momoli, Loponte, 2018; Vassali; Lampert, 2022), creation processes (Salles, 1998; Derdyk, 2010, 2001), and poetics (Morin, 2010, 2005). One of the outcomes of the investigation was the creation of the book-object “Bordança,” which originated from the convergence of artistic ⇋ research ⇋ teaching practices in visual arts, an artifact that is shown here in image/page as a representative of the final considerations of the investigative work, being more appropriately treated as “Poetic Considerations.” The research highlighted that artistic practice, specifically the artistic practice in embroidery, can be a fertile field for teacher training, and it can also inspire students and serve as a place of self-knowledge and creation in teaching practice. Just like an embroidery, the investigative and teaching trajectory was woven point by point, in an endless process of creation and recreation, making and unmaking, in which each thread guided and contributed to the construction of an inevitably personal and supremely professional identity in the context of Basic Education and visual arts teaching.