Ser artista professor: tramas, imaginários e poéticas em jogo nos espaços de atuação-formação

Abstract

This doctoral thesis work in Education was developed in the Research Line 1 – Training, Knowledge and Professional Development of the Postgraduate Program in Education, of the Federal University of Santa Maria (UFSM). It emerged from a concern on College Education professors from Theater and Cinema areas and the possible connections between the artistic and the educational acts. From this premise, the objective established was to know how the poetics of these artist-professors is composed in the interface between the art and the teaching. This research pursued to bring the concepts of Theater and Cinema closed with the concepts of Teachers' Formation field, such as: work about oneself and the concept of personality allied to the creation, one of the main pillars from the social imagery theory of Castoriadis (1982 and 2004). Therefore, the research counted on two artist-professors that are collaborators of the quoted areas. As a chosen method, the (self) biographical narratives were used according to Josso (2010) and Momberger (2014) writings. To mobilize such narratives, it was created a game with rules containing images and compositions of words which were performed with each one of the artist-professors. This game has produced crossroads by repetition of the images and the words that were protagonists in both researcher and collaborators’ narratives, producing other centers of images and words. In this way, there was prepared a second play called "Lonely Play”, in which the researcher prepared narratives based on the words and the images, what made the approximation of the imaginary significations possible, giving traces to the probable articulations that constitute the artist-professors poetics. The process resulting from the game has generated four centers of analysis, which were analyzed taking as a support the hermeneutics of Hans-Georg Gadamer (2010 and 2015) and the social imagery of Cornelius Castoriadis (1982 and 2004). From this study, we can understand that for these professors, poetics is tied to the ways of the professor being, to whom the relations between art and teaching can be established.