Thina Curtis amid creative disorders: fanzines, punk, improvisation, and critical pedagogy

Abstract

Thina Curtis, pedagogue and creator of fanzines in Brazil, has built a trajectory marked by resistance and the expression of a counter-hegemonic ethos that permeates all her production. From an early age, Thina became involved with punk culture, where she found in fanzines a means to express and amplify marginalised voices, challenging sexism, discrimination, and inequalities. Her work and performance stand out for a visceral opposition to fascism and intolerance, while seeking to build a transformative and inclusive pedagogy. Fanzines, in Thina's practice, are a means of critical and anti-neoliberal pedagogy that not only questions the traditional educational system but also promotes participatory education. This approach places Thina and other social agents-women, youth, prisoners, and disadvantaged communities-as co-creators of knowledge, breaking with the idea of one-way teaching. Through a qualitative and biographical methodology, centred on the life trajectory of Thina Curtis, we examine fanzines as adaptable pedagogical tools that challenge curricular rigidity and encourage critical and participatory training, essential for the decolonisation of knowledge and for social transformation.