A interrupção como possibilidade: ensaiar poder-ser de outra(s) forma(s)

Abstract

This writing space seeks not only to incorporate part of the more diaristic register that accompanies the internship experience, but also to launch itself, trying to find strange the way in which the school is looked at, in the search for other displacements that prevent us from remaining on that more descriptive level. Therefore, the most reflective effects are sought, despite the present complexity of 'putting on paper' the multiple layers underlying a 'project' which, at the birth of a political gesture of interruption to an uninterrupted circuit, is being constituted; it is moving around the unforeseen, the unpredictable and the deviation from routinized pedagogical practices within a space of flexibility and autonomy. The nonexistence of a previous rigid methodology prevails, but more than that, the possibility of questioning processes and methods at every moment with the group of students in search of a methodology, based on collaborative work and the recognition of an equality of intelligences in the rancierian sense. We want a chance to release the shackles of a 'finished' image underlying a must-be in school - an active citizen idealized for those with whom we work - to launch ourselves to other images by incorporating uncertainty, doubt and what is experimental, believing it may be potentially transformative and emancipating for all educational actors. Thus, starting with the school subject of drawing and among expectations, strains and frontiers of a [possible] articulation between knowledges, a complex 'project' is being built in an expanded temporal arc, having its first impulse at the moment when it is able to interrupt, open 'clearings' of silence and listen to the will expressed by the students in wanting to carry out an artistic intervention in the school space. The didactic proposal, which is part of this 'project' and is born with it, starts with a theme of collective 'voice' in a critical look at the relationship of the body(s) and the chair that is occupied in the classroom. In this reflection, it is not only the place that is known, a metaphor of a must-be that is based on crystallized knowledge and practices that seem to continue to submit the student to the 'school form' - a place of prescription, (re)production and assessment - but also the one which, from its limit, seeks the possibly 'unlimited'. In this interstice, an experience of 'in movement' drawing is summoned, which seeks to take place in an intimate relationship with the process that originates it through sharing and collaboration, contrary to a commonly individual 'productive' space that regulate what is called the student's ability or competence in the school subject.