Memorial: prática profissional no curso de Artes Visuais (1997-2023)

Abstract

With no intention of addressing the entirety of my university professional practice, already evaluated biennially throughout my career, this memorial proposes a critical and reflective narrative of the whole, of the research and its crossings, in a professional praxis, especially between 1997 and 2023. This period begins with my debut as a university teacher – at the Institute of Arts, at the Federal University of Uberlândia (UFU) – and it ends in March 2023, when I acquired the right to an evaluation and promotion as a full professor. To create the memorial, I sought to contemplate the structural model established by Resolution No. 03/2017, of the Board of Directors, of the aforementioned University (UFU, 2017). This implies including an action in the fields of teaching, of investigative production, of extension and of management. Thus, I proposed to think about how research crossed my professional practices, with the aim of presenting, reflexively, the different ways in which it became a reference and inserted itself into professional activities with such different demands. I seek, therefore, to emphasize research not only as a creator of investigative production, but also as a guiding praxis of my professional activities – teaching, extension, and management. It is worth noting that, in resolution 3/2017, if teaching and guidance are separated as teaching activities for the quantification of a production, in the roadmap for the promotion of full professor, guidance does not even appear as a type of professional activity. I resolve this problem here by assuming teaching and guidance as teaching activities. Guidance, if the inclusion of other professional activities was not demanded, would be the first choice as the theme that would limit the discussion of this memorial, consisting of the one that was most developed. This choice was justified by personal concerns, throughout my career, regarding didactic-pedagogical strategies in docent guidance activities. This is even more relevant, given that, within the scope of national bibliographical production, there is little research and reflection on research guidance practices, as well as a lack of bibliography that can collaborate with the training and practice of supervisors. A challenge that leads us to grope, in a learning process, for paths as supervisors. This search often proves to be solitary and empirical. In this place, I sought not only to reveal significant paths of education, but also the contradictions in the mediation of knowledge, using memories and documents as sources in the condition of traces of this path. In an interpretative exercise, I hope, finally, that this reflective memorial may contribute with a unique approach to guidance, as well as to research, as a guide for different professional practices in the university context.