Mapas Afetivos e a Colonialidade do Olhar Uma leitura crítica do ensino artístico na Escola Artística Soares dos Reis à luz da herança cartográfica ocidental

Abstract

This report focuses on the implementation and reflection of a teaching unit developed at Escola Artística Soares dos Reis (EASR), within the framework of the Master's in Visual Arts Education. Problematizing the colonial legacy of cartographic practices, the pedagogical proposal centred on the concept of affective maps as a tool for critical, subjective and expressive exploration of students' relationship with school space. The project was implemented in two classes (11th grade B3 and 12th grade A1), combining technical drawing exercises (conic perspective), subjective representations of meaningful places, and a collective panel. The aim was to articulate technical foundations with critical practices of representation, fostering spatial and affective awareness. Results reveal differences in maturity and engagement between classes: 12th grade students integrated the tasks faster and produced more expressive results, while the 11th grade group showed difficulties in collaborative processes. Findings highlight the relevance of affective maps as an alternative didactic tool for critical pedagogy, despite limitations regarding time and collective integration.