Itinerâncias e trânsitos no Colégio Militar de Santa Maria (RS): sobre experiências com diários visuais e/ou textuais

Abstract

This thesis addresses a phenomenon that is a constituent part of a specific education system in Brazil: the itinerancies and transits of high school students from the Brazil Military School System (SCMB, in Portuguese). The research question was delineated to understand how the transits experienced by the high school itinerant students of SCMB are configured, through visual and textual narratives produced in the practice of a teacher-researcher in the Teaching of Art /Visual Arts along with itinerant students (IT) and non-itinerant students (NIT). The main objective was to investigate what experiences are lived in the itinerancies of the transit culture and how can they constitute the potential of insertion of the IT in the SCMB school space. Specifically, the research sought to present the transit spaces, as well as the experiential pathway experienced and/or produced by the IT of the SCMB and what they contemplate about the insertion of the IT in the Military School of Santa Maria/SCMB; and to problematize the narratives produced in the visual and/or textual diaries of IT and NIT students as participants in the culture of transits. The study had a theoretical contribution anchored in concepts of itinerancies and transits, through authors such as Michel Certeau (2014) and Michel Onfray (2009), along with the concepts of experience and narrative by Walter Benjamin (1984, 1987, 1989, 1995, 2002, 2009, 2011). The methodological approach of narratives guided the research process, inspired by Walter Benjamin (1987) and his concept of experience, the figure of the flâneur and the traveler collector. In addition to these authors, dialogues were established with Martins (2009), Martins and Tourinho (2017), and Hernandez (2007) in order to think visuality in visual and/or textual diaries. The research findings are derived from texts, images, sensations, thoughts, and memories present in the production of the visual and/or textual diaries (CARDONETTI; OLIVEIRA, 2015) by high school students of SCMB. The thesis argues that the itinerancies produce and are produced by the experiential paths and their provisionality. The text is presented in four chapters, named ‘stations’. From the narratives registered in visual and/or textual journals, it was found that the transit spaces are potential for the IT insertion, by means of what we configured as experiential paths. The experiential path and the transit spaces pointed to the value of the encounter between provisional knowledge and provisionality; knowledge that emerges in this study through the paths of art, education and the transit culture. The analysis is based on the concept of passage by Benjamin (2009), used to compose the concept of ‘stoppage’. The concept of stoppage derives from the perception of the experiential paths between IT and NIT students. The dissertation features five stops: Stoppage ways ruins; Stoppage interrupted rails; Stoppage road detours; Stoppage intermediate streets; Stoppage labyrinth corridors. Thus, the thesis in this PhD dissertation tries to stress that the itinerary and the provisionality lived experiential paths at SCMB constitute the movement through which the IT and NIT students at SCMB built their own insertion in the school environment. It is in this transitority that processes of crossings, related to a perpetuated tradition and a necessary mobility, are found, making tissued spaces of transits to emerge.