Subjetividade na escola: uma narrativa incorporada sobre os atravessamentos entre arte, educação e arteterapia

Abstract

The present study considers subjectivity at school, analyzing it by means of creative processes in art classes as a possibility of individuation within the school context. It presents a descriptive memorial of the author as the proposer of practices and conceptual description that has connections with this practice as well as the narratives of the processes of subjectivity construction manifested in the actions of expressive artistic interventions which occurred in the educational context from the perspective and the participating subject voice in expressive experiences. It proposed to contribute to the development of contents that make up subjectivity and affects the school, including emotions, inserting dialogue between areas such as art, education, and art therapy. Therefore, it presents, as a narrative, the development of the subjectivity of the teacher who proposes the pedagogical practices, discusses the crossings of the subjectivity concept, as well as the agencying with the term individuation. It describes the culture that surrounds the school as well as the areas that guided the practice of the researcher teacher and points out the pedagogical practices emphasizing the context in which they were developed by means of narratives. It concludes by making considerations on the benefits of an art class that develops a directionality thematic associated to the knowledge that art, education and art therapy can stimulate in students, being a possibility to achieve requirements that promote individuation. Therefore, the methodology adopted in this thesis is based on the assumptions of a qualitative research with an autoethnographic profile. As analysis procedures, the following ones were carried out: face-to-face monitoring of expressive artistic interventions, online proposals during the COVID/19 pandemic, bibliographic research on the subject and case study of projects developed within the school context. Ethnography data (field notebook, imagery record with photographs of activities carried out in the school context) and narrative research were adopted as technical procedures and the narrative as a source in the form of a record and explanation of the experience. For data analysis texts from the material collected such as reports, conversations during the moment of fruition of practical activities and photographs of the events were elaborated in details. These records were selected composing narrative and descriptive material.