Ready-made e criação poética na educação básica

Abstract

This article analyzes the pedagogical potential of the ready-made as an educational strategy in contemporary art teaching in Basic Education. The objective is to investigate how the Duchampian gesture and its resignifications in Brazilian art — especially in the works of Lygia Clark, Hélio Oiticica, and Cildo Meireles — can be articulated with Ana Mae Barbosa's Triangular Approach to activate aesthetic experiences and critical readings of everyday life. The methodology adopted consists of a theoretical review that covers three axes: the genealogy of the ready-made in the context of Dadaism, its reverberations in Brazilian art as an insurgent language, and its transposition to the school space in light of the vertices of appreciation, contextualization, and production. The results indicate that, although there is theoretical and normative support from the LDB and BNCC for teaching contemporary languages, a gap persists in the effective application of the ready-made as a pedagogical tool in the classroom. It is concluded that the ready-made, by tensioning the boundaries between art and life, can transform the school into an expanded territory of creation, where the mundane is transmuted into critical and aesthetic language, opening dialogues with contemporary challenges such as digital culture and collaborative practices, provided it is incorporated in a systematic, sensitive, and inventive manner into teaching practices.