Fenomenologia do gesto desenhante na educação como modo de habitar e escola e a pós-graduação.

Abstract

The phenomenology of the drawing gesture in education as a way of inhabiting school and postgraduate studies, research carried out within the Language and Intercultural Experience in Education line of the Postgraduate Program in Education at the University of Santa Cruz do Sul (PPGEdu/Unisc), proposes that we think about the act of drawing not as a technique or representation, but as an original gesture capable of establishing language, presence, and possible worlds in school. From the gesture articulated with the drawing neologism, I outline a field of thought that explores the proximities between arts, education, and philosophy. The methodological approach is anchored in the phenomenologies of Merleau-Ponty and Bachelard to understand the drawing gesture as a playful action of language—sensitive and poetic—that intertwines body, matter, and imagination. This research journey is marked by wandering, understood as a way of inhabiting the investigation and the school: a journey without a predetermined end, open to mystery and uncertainty, composing a text that alternates conceptual discussions and poetic outlines. The investigative path traverses different dimensions: the dwelling as a metaphor for inhabiting and welcoming; the material imagination of the four elements in Bachelard’s work as material for reverie and gesture; the historicity of the relationship between arts and education and its specificities; playfulness as a force that establishes experience; language as poiesis and invention of worlds; and school as a space of sensitive resistance and shelter for what is unfinished. Thus, the drawing gesture is understood as a way of questioning school education while promoting openness to language experiences that welcome uncertainty, wandering, and creation. This work culminates in the defense of the teaching action in arts as a mediation of the drawing gesture: a phenomenological and aesthetic educational practice that seeks to create conditions of possibility for children and young people to experience language as play, imagination, and presence. I therefore defend the school and postgraduate studies as a dwelling and as a time-space of coexistence that is accomplished in gestures, marks, and images, allowing for the emergence of other ways of inhabiting the world in language with other humans.