Literatura, desenho e imaginação: um entrecruzamento como estratégia pedagógica para a construção de sentidos sobre narrativas ficcionais

Abstract

This article presents a research and pedagogical practice in art on Portuguese language classes for seventh-grade students at a public school in the Metropolitan Region of Belo Horizonte. Through this practice, students are encouraged to establish multiple connections and interpretations through the reading of literary texts, producing drawings, collages, and materials that explore visuality in the relationship between texts and contexts. The works are subsequently exhibited to engage other members of the school community in the reading process and imaginative and critical reflections on various social and cultural aspects of contemporary life. This practice has been implemented in various contexts over the past five years, including the current one. The analysis of this practice aims to reflect, based on an original corpus, on how art in the school context contributes broadly to student learning, taking into account, above all, the social and cognitive dimensions. To this end, we draw on the studies of Paulo Freire and Knud Illeris, as well as elementary principles of contemporary art and literary theory. The results presented demonstrate creative and well-founded student engagement, the involvement of the school community, and the possibility of a pedagogical practice that places student leadership at the center of the process.