Persistir numa visão encarnada - Desaprendendo a ver no espaço

Abstract

Against the backdrop of a perspective informed by post-colonial studies, decolonial thinking, gender studies and queer theory, this report aims to reflect in an intersectional way on the possibility of persistence in an embodied vision and its potential to inform the development of a teaching practice in Art Education as a critical and anti-discriminatory practice. The expression chosen to give this work its title could also have been "persisting in situated knowledges", however it is considered relevant to bring up the issue of the body and give it centrality. Throughout this report-essay-research, the aim is to "know knowledge" while at the same time trying to create processes of unlearning as part of learning to be an engaged teacher, aware of the field of education as a field of dispute over the present and future of the human being. To this end, it approaches different layers of the internship experience in a kind of cartography of discursive ramifications of active epistemologies, knowledge-power relations and their subjectification processes. These layers are official programs and curricula, disciplinary materiality, art practices, but also the little talk, that paper on the wall, a few laughs, educational projects, the psychosociology of educational institutions, the space inside and outside the school and the crossing of its borders, the architecture, some laws or the lack of them. The internship experience took place at the Soares dos Reis Art School in Porto (2022/2023) where, based on observation of classes in Descriptive Geometry and History of Culture and the Arts in an 12th grade class, a transdisciplinary didactic unit was designed and carried out.