Arte e Geografia em conexão: análise de produções de artistas contemporâneos sobre o espaço

Abstract

This research addresses the interdisciplinary between art and geography in teacher education, aiming to show how artistic works produce other ways of thinking the geographical space and its complex contemporary issues. We selected images from reproductions of the works of the following contemporary Brazilian artists: Alex Flemming, Yana Tamayo and Léa Zumpano. The following questions that guided the investigation are: How can the artistic works of Flemming, Tamayo and Zumpano, instigate the construction of an interdisciplinary dialogue between art, geography and teacher education? How do these artistic works develop aspects relevant to the aesthetic and spatial dimension? Is it possible, in the course of this research, to develop a proposal for aesthetic experience for teacher education, involving these artistic works? The overall objective of the research was to analyze the artistic works selected to identify and reflect on the languages of art explored by the artists and the interface between art and geography established in this context. In terms of methodology, the study followed the precepts of document analysis. The analysis of the images was made, especially in the light of ideas Barbosa (2002), Rossi (2009) and Santaella (2012). Based on the studies by Duarte Júnior (2010), Larrosa (2002) and Loponte (2014; 2017), we understand how aesthetic training enhances teacher training. The interdisciplinary view went through the entire research process marked by the studies of Fazenda (2001; 2015), Rajchaman (2011), Thiesen (2008), among other authors. In this path of analysis of the images, we found the common transversal axis between them, which consisted of the concept of place and, in turn, to discuss these concepts, we take as a basis the studies of authors such as Cavalcanti (2010), Girardi (2014; 2016), Massey (2009), Santos (1997; 2005) and Yi-Fu Tuan (1983). The transversality of the concept of place allowed the establishment of artistic / geographical dialogue and how it can foster the development of creative and significant projects in the analysis of human marks, in the process of continuous production and transformation of space by human beings. Based on this discussion, we present two products from the research: a) the production of booklets on the works analyzed to be used didactically by teachers in training, as an incentive to non-verbal expression and the possibility of enhancing the training teaching aesthetics, for an interdisciplinary proposal; b) The authorial plastic production entitled “Interchangeable places” (2020). We understand that interdisciplinarity is not trapped in a concept, but in attitudes, postures and an analytical way of thinking about teacher training, pedagogical work and the interpersonal relationship itself in education. We see that the relevance of proposing aesthetic experiences for teachers in training and to develop interdisciplinary practices allow the integration of knowledge and the development of learning.