Traçar para pensar: Imagem, padronização e pedagogia trickster

Abstract

This internship report aims to reflect on how the effects of standardisation of behaviour in relation to images work in the school system, particularly in the teaching of visual arts, questioning the discourses present and their relationship with the school curriculum, apparatus and staff. Theorising about the materiality of teaching communication, I explore connections between image, concept (language) and reality, thinking about ways to decode the meanings programmed by the devices used in the production of drawing. In an attempt to discover how to reprogram and politicise the technical mechanisms that occupy the spaces of interpretation and assimilation, I develop, together with the trickster archetype, a pedagogical approach strategy that seeks to dismantle the various layers of meaning that images carry, proposing activities that lead to the translation and problematisation of the concepts that shape our perception. Starting from the observation of assisted working methods in the classroom, I propose the possibility of thinking about drawing as a mark, a path that traces and creates the network of knowledge that clothes us and dialogues with artistic practices, norms, rules and models. In the field of visual culture criticism, I seek the trickster pedagogue as a model principle that questions patterns and power relations. Between projecting a statement and turning it into a needle to weave narratives, this report considers drawing as a technique for creating threads to weave dialogical lines with the images that radiate from devices.