Corpo desenhante: experiências artísticas em desenho, ocupação, corpo e subversão na educação básica

Abstract

This dissertation, entitled The Drawing Body: artistic experiences in drawing, occupation, body and subversion in basic education, investigates the intersections between the identities of educator, artist, and researcher based on pedagogical and artistic experiences in Elementary Education. The research, qualitative in nature and with a post-structuralist approach, is grounded in theorists such as Deleuze, Guattari, Dewey, Larrosa, and Freire, and explores how artistic practice in drawing, performance, and installation influences and re-signifies art teaching. Through a cartographic and rhizomatic methodology, the author analyzes records of creative processes carried out with students in school spaces, including open and unconventional environments. The results demonstrate the expansion of the concept of drawing beyond the paper support, incorporating diverse materialities, spatial occupation, corporeality, and subversive gestures. It is concluded that the integration of artistic practice, research, and teaching enhances the construction of a hybrid, sensitive, and politically engaged teacher identity, fostering meaningful learning and artistic expression experiences.