Currículo das errâncias com a pedagia da hesitação: corpo, cidade e artivismos

• Ano de defesa: 2020
• Autor(a) principal: Glaucia Conceição Carneiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Currículo; Cidade; Artivismo; Cartografia; Diferença; Afectos; Educação; Currículos - Aspectos sociais; Arte urbana - Aspectos educacionais; Artes cênicas - Aspectos educacionais; Sociologia urbana; Cidades e vilas; Antropologia urbana; Vida urbana - Aspectos sociais; Performance (Arte); Belo Horizonte (MG) - Educação
• Link de acesso: http://hdl.handle.net/1843/35532

Curriculum of wanderings with the pedagogy of hesitation: body, city and the artivism production of is a thesis that, through cartographic experimentation, seeks to understand the meeting of bodies that circulate in the center of the city of Belo Horizonte with the signs fired by the urban artivism. For this purpose, it creates the curriculum of wanderings that activates a pedagogy of hesitation. The curriculum of wanderings swarms the city of signs. Signs that vibrate the sensations of amazement and perplexity that enable the pedagogy of hesitation to function as a vector of opening in the passing bodies. By throwing the body into the street, the cartographer is affected by a sensation of temporal acceleration that makes her relate this process to the development of the conditions of the current global capitalism. She concludes, then, that such acceleration tends to settle in the bodies a kind of stagnation, which in turn causes them to close, creating a limitation of these bodies’ ability to be affected by intensive forces, which results in a decrease in their capacity for action and transformation. Nevertheless, it also observes the presence of a series of practices that invent creative movements while operating with criticism towards the imprisoning categories of body and life in the urban territory. Such practices, designated by neologism as artivism, make it possible to experience the curriculum of wanderings that connects ethical experiences with insurgent aesthetic practices, contributing to the activation of new modes of existence and resistance in the city. The cartography has shown that, by being affected by the signs of artivism, which in turn are activated by the pedagogy of hesitation, the passing bodies have the chance to deconstruct normalization and question what is “right” and what is “wrong”, what is “adequate” and “inadequate”, “normal” and “abnormal”, what is “strange” and what is “abject” in the city. The cartography shows how artivism can be understood as a machine of expression that swarms signs that cause hesitation in passing bodies, a trembling and stammering hesitation that impacts the language of normative grammar and its strive for creating order, normalcy and conformity in the bodies in the city. The general argument of the thesis is that the curriculum of wanderings, dismantling the language of normalizing grammar, produces deterritorializations through the pedagogy of hesitation, which invent ways out for the stagnation and closing of the passing bodies. By triggering laughter and connecting with artivism’s joy and scathing humor, passing bodies can open up and experience new learning’s from the city. Through the artivism practices, the curriculum of wanderings creates a network of allied bodies, flows, and signs that trigger another way to compose with the city. To learn something new, even if at first glance it is considered hesitant, strange, uncertain, and seems not to fit with the passing body. The cartographic experimentation started from the agency of the cartographer's own body with the body of a non-binary artivist called Ed Marte, quite popular in the Belo Horizonte, to trigger a cartography approach known as perfographs. Such perfographs enable the composition of the curriculum of wanderings in the city, a smaller and artivist curriculum, which is presented through the analysis of the materials and events from “The Found and The Invented”, the notebook of the research. As a repertoire for a closer approximation of the artivist practices that trigger the experienced curriculum of wanderings, it introduces concepts of difference-thinking by Gilles Deleuze and Félix Guattari. The thesis proposes, then, seven spiral turns that invite the curriculum thinking to fork and place itself on the condition of an artivist wandering that enables: 1. to perfograph; 2. to open up; 3. to hesitate; 4. to disassemble; 5. to learn; 6. to build alliances; and 7. to be different. In proposing such curriculum experimentation in the city, the perfographed curriculum of wanderings shows that bodies are unstable, flexible entities that, even in a territory marked by so many ordinances, norms and closings, may hesitate, open up, learn, becoming bodies that are affectable by differences, thus expressing an increase in its potency, as it happened with the cartographer's own body, as she launched herself into the streets.