O bordado como construção de identidade: uma ação educativa em artes visuais para o 6º no do ensino fundamental II

Abstract

The theme to develop the research arose from the memories built over time with my maternal grandmother, Maria. The memories brought the idea of working with embroidery in the classroom, strongly supported by the works of renowned theorists such as Richter, Ana M. Barbosa, Ana C. A. Barbosa, Ferreira e Silva, among others, who contributed to the strengthening of the research. Embroidery with all its poetics, resurfacing within the school, showing its versatility and strong expression, forming identities, valuing culture and respecting the background of each student, in all its particularity. Although it was a great challenge, it demonstrated its strength and potential in the involvement of students and the community, as a framework for valuing local and regional culture. For the investigative process, the qualitative strategy of exploratory phenomenological research was used, through the following steps: field research and narrative research, starting from the experiences of artists who adopted the poetics of embroidery as a major expression of their art. In the development and conduction of the work in the classroom, the objectives were to select, through a file, the productions of artists who use embroidery in their productions, in order to plan a oriented teaching of Visual Arts, fleeing the pencil and paper pattern, in the search for meaning and interculturality. The experience of creating an embroidery workshop with students in the 6th year of Elementary School strongly demonstrated that it is possible to introduce the art of embroidery as a new path to follow, with the possibility of being used in the Visual Arts curriculum