Aprendizagem obscura: fragmentos arranjados por proposições artísticas

Abstract

This dissertation is a written that is formed for multiplicities that cross an arts teacher on his auto form or auto deform. It is the exercise to bring with a written the research process, not to talk about the research, but the research itself – accompanying and supporting the problematic how class? Hélio Oiticica, Gilles Deleuze, Félix Guattari and Friedrich Nietzsche‘s touted consists in the search for, ultimately, another body, another class. The proposition concept, such as it appears in the Oiticica work, is defined by him as the collective inventive process initiate displaced here to the immanence of the classes, readings, writings, bodies…life. This proposition unsettles any dichotomous conception and causes meetings problematic field among teacher, art, pupils, fruition, production, poetic, aesthetics, policy and ethics. This problematization tries to understand class while proposition: classproposition. It‘s not the didactic presentation to the arts teaching, neither an art pedagogy. It‘s more closely of a seism on the educational field that especially making shake the Art/Education foundations, reverberating in the special question to the school Art/Education that brings like a common sense the objective of the art teaching to form a critical public to the arts in general. Classproposition: process of the anonymous collective invention in which the participants are producers in search of an ―invention state‖ according to Hélio Oiticica. So, especially with Oiticica, a body questions: how to form artists and public doesn‘t? How to form public and artists don‘t? Is it possible considering the proposition, another walk, the impossible one? Some class-processes are related based on the cartography investigative ―process‖ produced by Deleuze and Guattari in which the research, researcher and researched don‘t happen on the separate way. The research process is an invention process. It interest to the researcher to be lurking to the event, to be aware to the virtualities that sprout on the research field. In this ―perspective‖, the research field is forces game, signs workshop and the cartographer-researcher attention must float and land in the movement with the living movement of a game-field. Thus, a body is prepared to be diffusely aware to the processes lived together pupils with six, seven, fifteen and sixteen years old to exercise the cartography close to the inventive processes of the proponents‘ experimentation. A part of the research was done from a personal portfolio produced with a Juiz de Fora school, especially interested in the inventive poetic process in visual arts classes.