História da arte em des-remontagens: experimentações de entre-tempos na educação

Abstract

This thesis evokes art history in terms of a field of experimentation times in education by using dis-reassemblies in their paths. Thus, we start from questions regarding time and the possible relations with history and art history, along the lines of Deleuze (2013a), Deleuze and Guattari (2010), Pelbart (2015) and Nietzsche (2003, 2014). Based on Didi-Huberman (2014, 2015, 2018), we relate the history of art to education by pointing out time as anachronistic, in terms of a creating potentiality that may be produced from its residues, traces and flashes. We seek, thus, to work with a history of art that is disarticulated from its chronological time, structured by philosophies of difference, based on the following matter: how do between-times of art history trigger dis-reassemblies in education? Thus, we use as investigation method the notion of disreassembly, which generates in the study a history of art that may be triggered by its sundries. At the same time, it dissipates the definitions for the field of education and art history, through the introduction of intervals in the passage of time, it arranges, through each encounter’s strengths, the establishment of variations when producing a picture and twisting a thought. Therefore, the coexistence of times is made possible through the reproach of linearity, in favor of possible experimentations between art history and education.