Experiências estéticas em instituições de reeducação de crianças e jovens

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: Müller, Andressa Coelho
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Santa Maria
Brasil
Educação
UFSM
Programa de Pós-Graduação em Educação
Centro de Educação
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/31210
Resumo: This master's research, crossed by the philosophies of difference, proposes to focus on a re-education facility, as a space for social reintegration and readjustment, driven by the following question: what can aesthetic experiences do in a space for re-education of children and young people? The study carried out at the Institutional Shelter of an inland municipality in Rio Grande do Sul, Brazil; a space that welcomes children and adolescents from 0 to 18 years of age, at risk and/or whose rights have been violated, serving them without deprivation of liberty; proposes aesthetic experiences with children and teenagers who live in the institution with the aim of creating circumstances (Deligny, 2018a) amidst art and children and young people who live in re-education facilities. This is a research with art that is carried out in a network, which embraces Arts-Based Research (Oliveira; Charréu, 2016) as a methodological possibility, and is crossed by the continuous construction of visual and/or textual diaries (Oliveira, 2012). To this end, it calls upon authors such as Corazza (2009), Deligny (2015, 2018a, 2018b), Foucault (1988, 2014), Schérer (2009), Kastrup (2010, 2016), Kohan (2004, 2007, 2010, 2011) and Deleuze (1988-1989, 1992, 1999) to produce theoretical contagions and focus on a teaching that reinvents itself along the paths it takes. Finally, there is a focus on inventing new paces to inhabit re-education facilities. Paces open to the “useless”, in which there is no intention of producing or teaching anything to children at any age, assuming “infanciar” (Kohan; Fernandes, 2021) as a condition for the creation of circumstances.