Educação e arte: alfabetização dos sentidos em diálogos transdisciplinares

Abstract

This research aims to explore the intersections between Education and Art, reflecting on educational processes of emancipatory nature. To this end, it establishes a transdisciplinary dialogue between the concepts of Education and Emancipation (Paulo Freire), Mental Health, Art, and Education (Nise da Silveira). Our approach draws from Baruch Spinoza’s Ethics of Passions and Freedom (a philosopher to whom Dr. Nise da Silveira dedicated her 2020 book Letters to Spinoza), as interpreted by Gilles Deleuze (who deemed Spinoza the “Prince of Philosophers”). Our aim is to make an original and meaningful contribution to the development of sensory literacy through a transdisciplinary approach, acknowledging this effort as one of the pressing demands of Contemporary Education. Based on the conceptualization and practices in which these thinkers engage, this research problematizes how the connections between Education, Art, and Mental Health can be expanded through a transdisciplinary approach. Our guideline questions are: How do the concepts of Conscientização or ‘raising awareness’ (Paulo Freire), and Expressive Freedom (Nise da Silveira) can interact to foster Emancipatory Education? Furthermore, how can the Literacy of the Senses – inspired by Spinoza's Ethics of Passions and Deleuze's interpretation of Spinozian philosophy – contribute to rethinking educational practices, integrating body and mind, reason and intuition, in pursuit of a more creative and emancipated society? By exploring these questions, the research proposes an integrative perspective on the relationship between Education and Art in confronting contemporary oppression. In addition to the bibliographic approach, this research employs a cartographic method and essay writing as means of articulating a variety of strategies in a mindful investigation of the intersections between Education and Art. Its essayistic nature allows for a reflective and creative exploration of the connections between the referred authors, providing new interpretations and hypotheses based on the proposed dialogues. Cartography maps the relationships between Education, Art, and Mental Health, regarding possible trajectories and dynamic connections between the concepts deployed herein. Methodological procedures also include source selection and analysis, essayistic writing, and graphic or narrative representation of theoretical connections. The hypotheses of this inquiry suggest that the transdisciplinary dialogue between Education and Art – grounded in Spinoza's Ethics of Passions and the practice of freedom revisited by Deleuze – can foster Emancipatory Educational Practices capable of integrating creativity and sensitivity. When combined with the Arts as a space for human expression, Education – understood in a Deleuzian perspective as a practice of freedom – fosters processes of autonomy and self-awareness. Furthermore, the transdisciplinary approach, by connecting knowledge and practices in an integrated manner, expands the possibilities for constructing more sensitive and humanizing knowledge, promoting a Literacy of the Senses and contributing to critical self-development.