Inventar sentidos: formação docente em artes visuais na LEdoC-UFT

Abstract

I propose, in this thesis, to explore positions that contribute to composing ways-of-being-teacher from opening gaps so that those involved in teacher training processes let-be-affected by contexts, experiences, situated knowledges and experiential territories. Contextures through which we produce our possibilities and invented meanings in relation to our own topicality (BORRIAUD, 2011, p. 27). The thesis explores the possibilities of inventing meanings in visual arts teacher training, which is related to the concepts of cognition as an inventive power (KASTRUP, 2001; 2005; 2007) and of experience as the construction of knowledge, of recognition of the potential of what has already been assimilated on the verge of stimulating inventions (LARROSA, 2010; 2016; 2018a; 2018b; 2019). It is a research on art linked to education, in which the methodology itself is a research problem: it explores the transits between the visual arts and teacher training, seeking to relate artistic components (invention and experience) with ways of composing forms-of-being-teacher. The field research was carried out at the Federal University of Tocantins, in the context of the Degree in Rural Education – Visual Arts and Music (LedoC-UFT), course that I work as a teacher. I undertake a narrative about experiences of training in action, in which the narrative in itself is a training practice, besides playing as a pedagogical intervention device. The research is divided into two parts: the first is dedicated to telling the history of field education, its principles and concepts, with emphasis on LEdoC-UFT; in the second part I dedicate myself to explore the possibilities of teaching the visual arts in the pedagogical project of field education, an education committed to the heterogeneity of knowledges, sensibilities and experiences. The thesis seeks to expand and propose possibilities to think about teacher training from an experiential and inventive orientation, aiming to contribute to teachers in forma(c)tion make senses from narratives in themselves. I consider that the research achieved its objective by approximating theory and practice, creating ways of working and assuming positions that expand and/or reposition perspectives on what the visual arts can do as scope of teacher training in field education.