Jogo-ação: invenções performativas e autobiográficas como estratégia pedagógica para o ensino de artes na escola

Abstract

Concerned to an education that is libertarian, contextual and meaningful, this research proposes a cartography based on the investigation of pedagogical procedures for Art teaching based on performativity – inspired by the artistic production of Eleonora Fabião (2013; 2015) – and in autobiographical practice as a shaper of existence – based on the poetics of the dancer Silvia Moura (2022) and the researches of Christine Delory-Momberger (2011). This pedagogical procedure, called jogo-ação [action-play], aims to outline paths for education as a practice of freedom (FREIRE, 2019; hooks, 2017) inseparable from knowledge of experience (LARROSA, 2011; 2013) and inventive learning (KASTRUP, 2001; 2007). Four jogos-ações were experienced during the 2021 and 2022 school years with students in the 6th grade of middle school, at Escola Municipal Professor Martinz de Aguiar, a public school located in the Bairro Ellery, in the ghettos of Fortaleza / CE. The main objective of this research was to delineate how a procedural and inventive education can be linked to knowledge of experience to consolidate learning communities (hooks, 2017) – community spaces for learning, building and sharing knowledge. Furthermore, we sought to investigate the potential of the autobiographical perspective in making pedagogical procedures in Arts more contextual and sensitive; as well as experimenting other poetic and aesthetic relationships with the program content of the Arts discipline through texts and images created by students. Therefore, in this research, throughout the experimentation with jogos-ações, it was possible to glimpse a sensitive and problematizing art learning in basic schools.