Cartografando professores de arte no Instituto Federal do Triângulo Mineiro (IFTM): conexões entre saberes, práticas e subjetividades de Professores-Artistas na Educação Profissional e Tecnológica

Abstract

This thesis, developed within the scope of the Knowledge and Educational Practices Line, is the result of a research that sought to understand and make visible the different ways in which Art teachers act and how they contribute to the understanding of the role of art in Professional and Technological Education proposed by Federal Institutes. With the main objective of valuing the practices of Art teachers who work as Teacher-Artists in teaching, research and extension territories, connecting the ethical, aesthetic, political, cultural and affective dimensions of their existences to the integral formation and to the current artistic production, the research brings the complexity according to Edgar Morin as an epistemological basis and the cartographic investigation according to Virgínia Kastrup as a methodological contribution. Experimenting with concepts and formulations derived from the Philosophies of Difference by Gilles Deleuze, Félix Guattari and Michel Foucault as conceptual, methodological, educational, and sensitive contributions, data pertaining to three male and five female tenured Art teachers from the teaching career of Basic, Technical, and Technological Education of the Federal Institute of Education, Science and Technology of the Triângulo Mineiro (IFTM) were mapped. The instruments that allowed us to monitor and record the movements of these subjects throughout the research focused on observation, semi-structured interviews, and imagetic records. The terms chosen by the research participants to define themselves as Teacher-Artists were treated as clues that led to experiences with art throughout life, artistic language from higher education, experiences with art teaching, and artistic practices and personal poetics as constitutive factors of the existential territories, as defined by Félix Guattari, and which make up art education at IFTM. The analyses, which were based on the discursive practices and statements of the teachers, the researcher's perceptions and visual productions, were configured into visual maps/cartographies, in which a rhizomatic structure of thought is outlined and the flows of the forces of territorialization and deterritorialization circulating within IFTM are recorded, as well as the co-existences and co-living between the knowledge, practices, and subjectivities of the art teachers who work in this context of professional and technological education. The discussions undertaken point to the importance of sustaining multiplicity, difference, and singularity as relevant aspects in the performance of art teachers as Teacher-Artists, capable of expanding the relationships between art, education, and life. I believe that teaching practices connected to artistic production, including the personal poetics of the art teacher, enhance the professional performance of these teachers as Teacher-Artists, who effectively and in diverse ways contribute to valuing and strengthening art education in the Professional and Technological Education promoted by the Federal Institutes.