Subverter programas: processos disruptivos no ensino de Artes Visuais

Abstract

The study carried out for this thesis has as its principle the formulation of methodological, theoretical and aesthetic questions involving the digital technological field in the formation and teaching of Visual Arts. In view of the experience of art embedded in digital technology, I present as a hypothesis the distance between the visual arts teacher in relation to the contemporary artist, a fact observed in the link to the processes of research, thought and artistic creation that are disseminated in the works at specialized congresses. The methodology applied includes the survey, analysis and systematization of quantitative data taken from the annals of congresses of Art/Education and Visual Arts from 2015 to 2020 as the primary source of this research; in addition, the collection of qualitative data – when listening to teaching and institutional voices – from interviews with five training researchers belonging to different public universities in the country, detecting nuances and particularities in their approaches in the intertwined areas of art and digital technology. To the common field established by the quantitative and qualitative data in observation and analysis, I add the experience of the Corpo, Imagem e Tecnologia Digital Laboratory (Body, Image and Digital Technology Laboratory) from 2009 to 2019 inscribed in the research-intervention method defined as the experience that is built in the common plan of forces in interlocutions, providing clues for the development of the process that takes place in the relationship between knowing and doing, researching and intervening. The Laboratory experience, which calls into question the current context of the visual arts teaching through aesthetic, philosophical, pedagogical and artistic approaches related to digital technology intended, in this thesis, to find an answer to the question raised: does art teach? Does the teacher learn? The established field intends to surround the object of this research in the reflective, formative, performative, conceptual and artistic perspective of the visual arts faculty when inscribed in the dimension of information technology. Thus, it is necessary to direct efforts that subscribe to political/institutional actions, but, above all, that contribute to the critical, reflective and conscious thinking of the actors involved in the educational processes when confronted with the informational contemporary that constitutes challenges, disturbances and deconstructions in the cognitive, behavioral, relational, perceptual and consciential scopes. Subverting programs: disruptive processes in the teaching of Visual Arts, implies a call to subversion that comes to us through educational and artistic paths that, in seminal approximation, continue along the mutual feedback of teaching and learning.