ARTOGRAPHY PROCESSES: EXPERIMENTATIONS IN THE PERFORMATIVE PRACTICE OF AN ARTIST/RESEARCHER/TEACHER
Performance; a/r/tography; education; creation.
This dissertation reports on Performance experiences with the 8th grade class (2024) and, subsequently, the 9th grade A class (2025) at the Escola Municipal Diá Azevedo. The practices described here were planned and conducted from the methodological perspective of A/r/tography, which integrates the identities of the artist/researcher/teacher as a place of reflection, giving the research a processual, hybrid, and collaborative character. The reports were organized into three sequences of activities, each corresponding to a distinct stage. The first arose from the theoretical-practical study of performance, with the objective of sensitizing bodies to creation based on individual and collective content. The second stemmed from the need to establish a routine for art classes and to incorporate the identities and references of the students into the pedagogical process. This movement enabled the elaboration of the third sequence, which focused on the search for a space for artistic creation in the classroom and at school. This context allowed me to investigate my teaching practice as a Teacher-Performer (Ciotti, 2014), seeking to broaden and rethink my pedagogical practice, in order to make it increasingly an artistic endeavor. The results of this research are presented from the perspective of the particular, the subjective, and the relative, being constructed from the accounts of experiences (Larrosa, 2017) and reflections developed throughout this work.