Arte contemporânea, corpo e experiência multissensorial: diálogos inclusivos na formação de professores das infâncias

Abstract

This research, entitled Contemporary Art, Body and Multisensory Experience: inclusive dialogues in the training of childhood teachers, is linked to the line of research Education and Inclusion in educational contexts, of the Postgraduate Program in Education at the Federal University of Rio Grande do Norte (UFRN). The aim of this study was to analyze the multisensory experiences of teachers in a training process and their repercussions on pedagogical practice, considering the participation of children with and without disabilities in art teaching. The theoretical-methodological foundation of this research is anchored in the field of Philosophy and Art, establishing dialogues between authors who bring contributions to thinking about education through sensitivity, based on concepts such as: dialogism and alterity (Bakhtin, 2003); experience (Larrosa, 2002); body and aesthetics (Merleau-Ponty, 1994; Le Breton, 2016); Multisensoriality (Soler, 1999; Silva, 2022). The methodological approach is qualitative. In terms of objectives, it is characterized as exploratory research (Gil, 2002). In terms of technical procedures, it is an intervention research (Jobim and Souza, 2005). Our interlocutors were 16 art teachers who work in elementary school (initial and final years), in the municipal public school system of Parnamirim, in the state of Rio Grande do Norte (RN), associated with an extension course (Contemporary Art, Body and Multisensory Experience - 60h), promoted by the Childhood Education Center (NEI), UFRN's College of Application (CAp). The course program covered: the body in the history of Special Education and in Contemporary Art; the body, esthesiology and aesthetic experience; the body and objects in the multisensory aesthetic relationship; and the contributions of Lygia Clark and Lygia Pape to contemporary art, artists who inspired our training. The data was gathered through individual and collective semi-structured interviews; observation; pedagogical workshops; photographic and videographic records. The results of the research show that dialogism, alterity and intercorporeality can be guiding threads in working with contemporary art with teachers and children from an inclusive perspective. In this sense, we argue that the interface of body, aesthetics, multisensoriality and disability is a possibility for thinking about pedagogical practices for all students in the school context. From this perspective, by participating in formative processes through corporeality, teachers broaden their body awareness and can promote proposals for sensitive and aesthetic pedagogical practices in the teaching of Contemporary Art at school, taking into account the participation of children with and without disabilities.