Arte e filosofia como formadoras de subjetividades na escola

Abstract

This dissertation explores how Art and Philosophy can incorporate school, not only as school subjects and mandatory contents to be fulfilled, but as powerful shaping, educational and constitutive of subjectivity processes. The question that triggers this research is to think which subjectivities are formed in school space through an elected way of education, and which possibilities of acting emerge when this education is crossed by art and philosophy. . Our main objective is to understand how the two areas can instigate experiences that enrich learning, especially when experienced in the initial series of Basic Education. Our secondary objective is to investigate possible opportunities to reconcile the demands and practices of the school institution with the processes of formation and subjectivity. The problematization presented here is given initially in the initial series of Basic Education, unfolding and advancing in the course of the research by the series of the second segment of Elementary and Secondary Education. By methodological rigor, research is essentially bibliographical and qualitative, where we discuss epistemologically the philosophy of education, through the pragmatism found in John Dewey's work, philosophy for and with children, through the works of Matthew Lipman and Walter Kohan, modes of constitution of subjects found in poststructuralism and emphatically in the work of Michel Foucault, among other authors who discuss Philosophy and Art as forms of existences and aesthetics of life, such as Friederich Nietzsche and Jorge Larrosa. It was observed that even in the face of the contradictions and mishaps present in Basic Education to work and experience Art and Philosophy, they contribute categorically to the formation of questioning, critical and sensitive subjectivities before the world, which justifies and endorses, even with the contradictions brought for the two areas, their relevance in the education and formation of more creative, questioning and free individuals.