Cronotopo Cidade/Escola - Espaço, tempo e a significação do comum no Ensino de Artes Visuais

Abstract

This report presents a critical reflection on the internship experience in Visual Arts Education at Colégio de Gaia, conducted as part of the Master's in Teaching Visual Arts for the 3rd Cycle of Basic and Secondary Education. Based on a theoretical framework grounded in the Educational Philosophy of Maxine Greene, which invites the teachers to take the "strangers" view, in the phenomenology of Merleau-Ponty, and in Bakhtin's "philosophy of the act" , the author of this report explores the Bakhtin's concept of the chronotope - the inseparable fusion of time and space - as a central category for rethinking pedagogical practice in a school context. The experience took place in an environment characterized by accelerated routines, institutional standardization and culture oriented towards employability, and a predominant heteronomy of the youth group in relation to the work produced. Through a methodology of cartographic research and participant observation, the author critically analyzes the chronotopes of everyday life, the dynamics of control, and a culture of charity - which, in the form of creative commissions and solidarity campaigns, promotes an apolitical and non-dialogical vision of social justice. The city of Gaia is the territory that frames the analysis, marked by accelerated urbanization, spatial fragmentation, and an absence of youth-centered spaces. The Didactic Proposal developed with 12th-grade students in Communication and Multimedia, in the Design Workshop subject, started from a philosophical critique of the domain: "Man, the Object, and Space." A pedagogical chronotope was proposed to stimulate the students' perception of their everyday surroundings, as well as experimentation and the collective construction of meanings for the "common." The intervention included a visit to the Professor Manuel Barros Astronomical Observatory, collaborative discussion sessions - "The City Around the Table" - and the creation of a Collective Mural. The results highlight the relevance of "looking" at the City, the young people's capacity for a critical reading of the territory, but also the difficulty in articulating their own voices in a context of academic overload and functional homogenization. The conclusion calls for the urgency of an art education that promotes openness to the unexpected, the negotiation of the common, and an ethical and responsible praxis, capable of resisting instrumental and paternalistic logics and, therefore, willing to embrace the conception of a pedagogy in its relationship with an expanding citizenship, understanding it as a possibility for the construction of a truly shared common.