Dar-se a ver: a fotografia como dispositivo poético na experiência escolar

Abstract

Grounded in the value of narrativity and the stories that constitute it, this research investigated ways of accessing and interpreting the dimensions of the visible and the invisible. The study took as its specific site of inquiry the Escola Municipal Presidente Roosevelt, located in the city of Rio de Janeiro. A collaborative project was developed with the school community, in which memories, images, and artistic-educational practices were interwoven. As a decisive stage in this process, a series of visual essays was produced, with portraiture chosen as the photographic approach. In the creation of these new school portraits, the aim was to update the tradition of portraiture by conceiving it as a device shaped by the complex dynamics of school experience — where ambiguity was of particular interest. The photographs ceased to be treated merely as factual documents and came to be understood, above all, as personal and affective objects, extensions of our relationships. The photographic image was analyzed through the lens of memory and finitude poetics, in dialogue with the writings of Walter Benjamin, Sigmund Freud, Roland Barthes, Hervé Guibert, Georges Didi-Huberman, among others