POR QUE A ARTE NÃO É [APENAS] LINGUAGEM NO CAMPO EDUCACIONAL?

Abstract

This essay, written by two researchers from different states and universities in Brazil who work in undergraduate Visual Arts Licensure programs and in graduate programs in Education and Visual Arts, aims to bring elements for considering art as a block of sensation, in order to problematize it as language in the educational field. In this sense, the central question of this writing is to present art as a plane of thought that creates sensitive aggregates, affects, and percepts within a plane of composition, like axes of forces that erase any referent that seeks to communicate or be captured as reading or interpretation. To carry out this task, the authors bring into the discussion thinkers such as Gilles Deleuze and Félix Guattari (1992, 1995), Michel Foucault (2009), and Maurice Blanchot (2007, 2010, 2010a, 2011). As a method, they propose a literature review of the theoretical references they work with as educators, based on the philosophies of difference. They initially address literature as “the outside”, a notion from Maurice Blanchot (2011), then move on to present the depersonalization of the subject in Michel Foucault (2009), followed by Gilles Deleuze (1997), highlighting what drives thought to think about literature and art, and finally, the resonances in the educational field. The outcome of this text is an invitation to think about art in the field of education from a less predictable and, perhaps, more thought-provoking perspective.