AQUI; uma despedagogia – ENUNCIAÇÕES PEDESTRES, PROGRAMA PERFORMATIVO E OUTROS DESEJOS.
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Data
2025/09/18
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Universidade Estadual do Paraná
Resumo
This research presents a theoretical and practical investigation of an artistic-pedagogical proposal based on my life and work experience in the field of Art Education, as a theater teacher at an NGO in the city of Curitiba. Through performative actions with young people in a non-formal teaching and learning space, outside school hours, we investigate how performance can contribute to pedagogical paths by proposing actions that expand the power to think, and act based on otherness and difference. They were done in a performative writing style, seeking a certain inseparability between the areas of knowledge and life as an experimented method. The experience takes place within a cartographic method, as a way of accompanying processes of production of subjectivities in the moving plane of the collective of forces. In this context, performance is understood as a creative force, capable of deterritorializing representations, establishing new ways of living and coexisting, attributing other meanings to the pedagogical experience. By articulating a pedagogy from the perspective of performance, the intention here is to challenge conventional definitions of the educational and the artistic—here, a tactic; here, a de-pedagogy.
Descrição
Esta pesquisa apresenta uma investigação teórico-prática de uma proposta artístico pedagógica a partir da minha trajetória de vida-trabalho no campo da Arte-Educação, como professor de teatro em uma ONG na cidade de Curitiba. Por meio de ações performativas com jovens em um espaço não formal de ensino e aprendizagem, no contraturno escolar, investiga-se de que modo a performance pode contribuir para percursos pedagógicos ao propor ações que ampliem a potência de pensar e agir a partir da alteridade e da diferença. Eles foram feitos em uma escrita performativa, buscando certa inseparabilidade entre as áreas do conhecimento e da vida como método experimentado. A experiência se faz no interior de um método cartográfico, como modo de acompanhar processos de produção de subjetividades no plano movente do coletivo de forças. Nesse contexto, a performance é compreendida como força criadora, capaz de desterritorializar representações, instaurar novos modos de viver e conviver atribuindo outros sentidos à experiência pedagógica. Ao articular uma pedagogia na perspectiva da performance, o que se pretende, aqui, é tensionar as definições convencionais do educativo e do artístico - aqui, uma tática; aqui, uma despedagogia
This research presents a theoretical and practical investigation of an artistic-pedagogical proposal based on my life and work experience in the field of Art Education, as a theater teacher at an NGO in the city of Curitiba. Through performative actions with young people in a non-formal teaching and learning space, outside school hours, we investigate how performance can contribute to pedagogical paths by proposing actions that expand the power to think, and act based on otherness and difference. They were done in a performative writing style, seeking a certain inseparability between the areas of knowledge and life as an experimented method. The experience takes place within a cartographic method, as a way of accompanying processes of production of subjectivities in the moving plane of the collective of forces. In this context, performance is understood as a creative force, capable of deterritorializing representations, establishing new ways of living and coexisting, attributing other meanings to the pedagogical experience. By articulating a pedagogy from the perspective of performance, the intention here is to challenge conventional definitions of the educational and the artistic—here, a tactic; here, a de-pedagogy.
This research presents a theoretical and practical investigation of an artistic-pedagogical proposal based on my life and work experience in the field of Art Education, as a theater teacher at an NGO in the city of Curitiba. Through performative actions with young people in a non-formal teaching and learning space, outside school hours, we investigate how performance can contribute to pedagogical paths by proposing actions that expand the power to think, and act based on otherness and difference. They were done in a performative writing style, seeking a certain inseparability between the areas of knowledge and life as an experimented method. The experience takes place within a cartographic method, as a way of accompanying processes of production of subjectivities in the moving plane of the collective of forces. In this context, performance is understood as a creative force, capable of deterritorializing representations, establishing new ways of living and coexisting, attributing other meanings to the pedagogical experience. By articulating a pedagogy from the perspective of performance, the intention here is to challenge conventional definitions of the educational and the artistic—here, a tactic; here, a de-pedagogy.
Palavras-chave
pedagogia; programa performativo; tática; performance; arte-educação.