A Geometria da Alteridade | Som, Ocupação e Fenomenologia do Espaço Escolar

Abstract

This report examines the identity reconfiguration of the school space from a phenomenological perspective, based on my own experience as a former student and teacher, seeking to demonstrate its impact on artistic and social restlessness of the students. In a biographical shift, I returned to Escola Artística de Soares dos Reis (EASR) - a fundamental place in my development as a person and artist - rediscovering memories and smells but also distinct places and soundscapes. This allowed me to question established educational concepts, rethink them, confront them with contemporary issues, and define inclusive and disruptive pedagogical strategies. I used a qualitative and phenomenological approach, based on participant observation, recorded in a graphic diary. The report stems from the dialogue between the school of the 90s and today, highlighting life stories composed of failures and new beginnings, according to the values ​​that unite us and which, more than a mainstream idea of ​​success, are: culture, music, the will to create and the certainty that no one makes their way alone. I'm not doing this by exploiting any kind of nostalgic sentiment. I do it at a critical moment of social transformation, seeking to understand which social and artistic engines where transformed, lost, gained, or need to be recovered. In this process, sound was the stimulus, materialized in the creation and development of the Corpo do Som project. I hope to demonstrate that it is possible to dismantle the formal automatisms that condition students, through metaphorical synesthesia, promoting a more egalitarian and liberating school, where every voice matters, creating conditions for full personal expression and validation of different paths, however winding they may be.