Identidades forjadas em brancos: ensino de arte e interculturalidade

Abstract

These thesis emphasizes the idea of exposing and questioning the colonialist foundations of art education in Brazil, which, in turn, legitimizes neocolonialists actions and ideas recurrent in its daily live by proposing an intercultural concept in the learning and teaching of Art as an alternative to the Western universalism. With a political approach to art and education, based mainly in the dialogical, critical, andinstigating ideas of Paulo Freire and Hélio Oiticica and in the poetics of diversity of Édouard Glissant, this work constitutes itself as a project of relationships, of possibilities of exchange, non hierarchical, of knowledge, thoughts, memories, and feelings relationships that are embodied from its conceptual basis, of research and reflection, to the textual and imagetic construction. Taking as a starting point theexperiences in Visual Arts and Education, which involve articulation and tension, this work does not shy away from a poetic intention an ambition that translates itself into the action of intersperse of poetic deviations in spaces of multidimensional contact with anthropology, sociology, philosophy and history. Contacts that contribute to theproblematization in a globalized world, of the understanding of culture, of colonialism, of identities, multiculturalism, interculturalism, among others. Defending a critical education contaminated by poetic and artistic experience as opposed to an action of 'transmission' of ideas and values, it seeks to highlight the deviations that strategically distort and reduce the possibilities of Art participating actively in this network of relationships.A network that brings fractures inherited by an art history single root linear and western which, in turn, by omitting the inherent plurality of Art, cushions, rather than stimulate, the transgressive potential of the invention and provocation for learning the necessary unpredictability of living.