Artes visuais indígenas contemporâneas: ensino/aprendizagem em territórios movediços

Abstract

This thesis is about the territories of Art, with an emphasis on teaching/learning in the Visual Arts, with a focus on Contemporary Indigenous Visual Arts. The concept of territory, widely used in the human sciences such as geography, sociology and anthropology, among others, involves different conceptual approaches and extends its application and appropriation to various areas of knowledge. The aim of this thesis is a theoretical proposition of territory based on other propositions, for a reflection that culminates in two teaching/learning provocations in contemporary indigenous visual arts, focusing on the artistic works of Nei Leite Xakriabá and Auá Mendes. In addition to the concept of territory, others such as art, contemporary indigenous art, rhizome, old trunk, branch tip, education, school, interculturality and teaching/learning are explored and (re)elaborated from different epistemologies. More specifically, it is about investigating how teaching/learning behaves in the moving territories of Contemporary Indigenous Arts. The artistic research methodology, as a way of constructing the thesis, is realised in the process of investigation and creation, consolidated in the process of investigating/feeling/doing/doing, based on conceptual (re)formulations, interpretations of artistic works, artistic creation and reflective provocations on creative/poetic processes. The thesis is the result of relationships and correlations between the object/researcher that constitute and are constituted in the research. Thus, it seeks to articulate ideas about territory, art, education, teaching/learning between indigenous and non-indigenous epistemologies, defining what moving territories are in the teaching/learning of Contemporary Indigenous Visual Arts and constructing, based on interculturality, possibilities for making art classes pluriepistemic.