A experiência subjetiva do ato de ensinar, produzir e pesquisar arte: investigando uma prática educacional em artes visuais.

Abstract

This work is shaped by the experience of an educational practice of an art educator. It revisits the past through images from personal archives, such as portfolios and class records, starting from the year 2015 until 2019, and connects with the present moment when this research takes shape, beginning in 2022 and concluding in 2024. Through experimentation, it proposes the application of Paulo Freire’s pedagogical method, known as the "generative word method," as a creative trigger tool for a group of school-aged children. Originally, the generative word method was conceived to be applied in adult and youth literacy classes (EJA) by its creator, and in this investigation, it has been adapted to be conducted with fifth-grade students in primary education, specifically in a public school in Uberlândia, Minas Gerais, at Escola Municipal Professora Carlota de Andrade Marquez. The research aims to sensitize and promote an “artistic defrosting” of the artist/teacher who initiated this research, who, over time, as they developed as a teacher, stopped producing art in the traditional sense, focusing instead on teaching. This qualitative research adopts an arts-based inquiry approach (IBA - a/r/tography), as an investigative approach to revisit educational pasts, thus enabling dialogue with images and photographs from past classes, as well as some planning documents sourced from personal archives. It also draws on texts produced from contemporary experiences and theoretical studies deepened through postgraduate studies. Phenomenological methodology is used to analyze the teaching experience, aiming to understand how everything uncovered and reexamined can transform the teacher in pursuit of a renewed teaching practice. Combined with the approach proposed by a/r/tography (to raise awareness and shape the artist/teacher and, subsequently, the researcher), this research seeks connections between what has already been accomplished, what remains within the educational practice, and what has changed over time, influenced by the desire for continuous development fostered by postgraduate studies, as presented here. The research further explores ways to relate the creations of the artist/teacher/researcher, generated through the generative word, with the creations of research participants, also based on the generative word, used as a creative trigger tool, occurring both inside and outside the classroom. This engagement allows those involved to dive into creating art, reading art, contextualizing art, and, of course, relating to it in the discovery and rediscovery of artistic creation processes.