A ressignificação da potência criativa de jovens e adultos pelo ensino da arte

Abstract

The research aims to investigate experiences/processes/potent narratives lived within the education of arts within a classroom of the public school system of Rio de Janeiro, in youth, adult and senior education (EJA). I tried to understand this audience s creative processes in art classes when they get in touch with their inner creative power, and also when they transport their knowledge and creative drive away from the restricted space of the classroom and start seeing themselves as subjects who practice and engage in creative endeavors in their daily lives, with a starting point in a challenge to face their problems. Since always the act of solving problems is composed by an unrecognized and unvalued repertoire of knowledge, and that holds true for people of all ages, who share a trait of not seeing their repertoire as authorial or complex. Reframing those actions may provoke the recognition of the creative power, freeing these people and guiding them to new actions, capable of offering a surprisingly freeing outline to their personal lives, in contrast to their limiting, often paralyzing behaviors. This new outlook positions this group as culture practitioners, and as it misaligns a previous demeanor, they start living a more pleasurable life. The qualitative research became a case study on how the arts are conceived as a discipline for people of all ages students as well as teachers and how they can qualify EJA, besides laying the groundwork for a field barely explored by investigators