Formações (C)A/R/Tográficas: experiência em processo na arte, na educação e na pesquisa para a formação de professores artistas

Abstract

The purpose of this paper has the focus on the study of the experience of art, experience in art and experience with art, betting on its strength for meaningful learning in research, creation and teaching processes in the training of teachers of visual arts in the field of degrees. The development of research happens through autonomous paths that intertwine itselves, the first dives into the concept of experience in search of the power of its relational context in art and education. The second one searches for possible ways in the methodologies and approaches of contemporary teaching for teacher education in the arts, highlighting those that addresses the experience of art from the knowledges and practices of the identities of the teacher, the researcher and the artist. For this, one looks at other listening and other speeches through an investigation where teachers, researchers and artists from different locations in Brazil share their formative and acting overviews, thus building the analysis from a national perspective. As a fourth way of this process, and in dialogue with the first three, emphasizes the (C)A/R/Tography record that accompanies all the work, through poetic crossings, reflecting on how such pathways, concepts, methodologies and practices reverberate in the process of this thesis through the composition of cartographies in formation. In addition, has been the analysis of a process of experience based on research, artistic creation and pedagogical reflection as a parameter of the discussions developed for teacher training in the context of the bachelor course in visual arts of a Brazilian public university. In this way, the dimensions of teacher education in the arts are explored from the metaphors of conformation, deformation, transformation and performation as graphic, philosophical, political and poetic resources, impelling the study, visualization and reflection of the elements that contribute to the thinking and the exercise of a cartography that holds practices of artistic creation, research and teaching, thus identifying an a/r/tography as, more than a research methodology for this work, also an epistemological construction for teacher training in arts argued in this thesis.