Traçados de uma pesquisa a/r/tográfica entre desenho, ensino de artes visuais e seres mais-que-humanos na construção de um pensamento pedagógico ético-amoroso

Abstract

This study aimed to investigate drawing as a space for embracing error, difference, and unpredictability, understanding it as a potential force in the construction of an ethical-loving pedagogical thought within visual arts education. Specifically, the research sought to reflect on a personal trajectory with drawing, to problematize educational practices that domesticate the line and subjectivity, and to articulate the notion of more-than-human beings in relation to artistic and pedagogical experiences. The study discusses how methodologies grounded in control, standardization, and the excessive valorization of technique may produce fear, silencing, and distancing from sensitive experience in school contexts. An a/r/tographic approach was adopted, understood not only as a method but as a way of living research, articulating the roles of artist, teacher, and researcher. The methodological path involved autobiographical writing, the production and reflective analysis of drawings and an artist’s notebook, the revisiting of school and formative memories, as well as reflections arising from experiences in formal and non-formal educational contexts. The inquiry was developed in dialogue with bell hooks, Donna J. Haraway, Paulo Freire and Jorge Larrosa. The results indicate that drawing, when understood as a space of encounter with the other, can operate as a practice of care, listening, and the valuing of alterities (human and more-than-human) contributing to the construction of more sensitive, plural, and open-ended educational contexts. It is concluded that thinking visual arts education from a love ethic implies shifting the focus from results to processes, recognizing the line as a living and formative gesture capable of sustaining pedagogical practices committed to care, love, freedom, and the valuing of difference.