O fazer tramático na desenformação docente : experiências em artes e educação

Abstract

The presente dissertative academic work, walk to the senses and the meaning in-of teachers formation, finds in waywardness the possibility to make sense through an unmolding praxis, specially the teachers of-in Arts. The unmolding while removing from the formwork, and while misinformation, calls the sense and the senses in dialogics and collaboratives artistics experimentations in the perspective to fiction the real reflecting about it, seeking to bring functioning to the hyphen of teaching-learning, theory-practice, form-content, of the sensitive-intelligible, instilling the movement in time-space needed to cognise, to be able to ignore. The principles of an unmolding praxis are located in the experience to intuit, experiment to improvise, narrate to remember, invent, experience, at the poetically translation, in paying attention that associates, dissociate, relate, in stripping, perseverance, work, estrangement, contradictions, making visible, thinking, saying and doing. In between, there is a methodological approach for unmolding, the Fazer Tramático (neologism that implies make a plot), a theatrical pedagogical praxis that is based on the experiences of the sensitive and extended to experiments in different artistic languages in collaborative creative processes. The fundamental threads to weave the wefts from the principles of the unmolding praxis of the Fazer Tramático are Jacques Rancière, João-Francisco Duarte Júnior and Bertolt Brecht. In the investigation of the measure and the mode of an unmolding teacher praxis two university extension courses were held. One for the students from bachelor’s and undergraduate degree of Arts and their Technologies from Universidade Federal do Sul da Bahia open to teachers in-of Arts from Teixeira de Freitas city and region, and other to the students from Pedagogy from the Universidade Federal do Espírito Santo. The interpretative analysis of the records from both courses in transcriptions and logbooks from participants, indicate to the possibility of the unmolding while awakening to action, and to a permanent unmolding awareness, also indicate that the best time-space to begin the unmolding process is in the formation time, and the worst mode of inform, putting in form, in mold, is in deep seated, ingrained, beliefs and in the alienation of the world of work