O graffiti como prática formadora: narrativas de uma artista-professora em construção

Abstract

This Undergraduate Thesis, developed in the Visual Arts Licentiate Program at the Federal University of Goiás (UFG), presents a reflection on my formation as an artist-teacher through the practice of graffiti. The research adopts the (auto)biographical narrative methodology to analyze how the exercise of graffiti, experienced in teaching, extension, and research contexts — with emphasis on the activities carried out in PIBID, in the internship at CEPAE, and in the project Graffiti pra Elas — is articulated with the constitution of teaching practice in Visual Arts. The analysis highlights graffiti as an aesthetic, political, and educational language that expands visual repertoires, fosters a sense of belonging, and encourages critical reading of images within the school environment, integrating creation, mediation, and social engagement. The study also records the presence and performance of women in the graffiti scene of Goiânia, emphasizing the importance of their visibility for the field of urban art and for pedagogical practices committed to representativeness. It is concluded that graffiti, when integrated in a situated and reflective way into teaching practice, constitutes a formative device capable of promoting learning, creation, and transformation in Visual Arts education.