Imagem em movimento: releitura e performance a partir de obras de Cândido Portinari como experiência criativa e estética no contexto escolar

Abstract

The presente research aima to unite two distinct artistic languages: visuals and performing, having as pedagogical practic the Rereading and Performance amid a experimental process, criative and aesthetics of the student. This process occurred from the individual and collective vision of the student when reading, interpreting and recrating in your way some of Cândido Portinari’s works, having as a focus the using of the performing language, resulting in a final object of their criation and production in art. According to BNCC (2018) when choosing determinated work of art to been studied, the educator must have in mind which is the purposes and the goals to been achieved. I am teacher in the public system and as a professor artist, I search bring a politic engagement to the everyday in school. The present research-action with to PROFARTES/UFPB aims to enable a artistic criation process inside the school space integrating the performing arts and visual through the appreciation, criation and adaptation in some work of art of the paulista plastic artistic Cândido Portinari (1903/62). This choice was due to the fact that this artist is brasilian and dedicated part of this life portraying the social reality, the poverty and misery, fruits of the slavery in Brazil. The locus of the researc was at the Municipal Elementary School Rosa Figueiredo de Lima, placed in Cabedelo, portuary city in the North of João Pessoa, Paraíba, and the individuals were students of the 8º and 9º grade. After the visual reading of the works: Café (1935), Puxada de Rede (1959), Os retirantes (1944), Favelas (1957), Grupo de Meninas Brincando (1940), Criança Morta (1944), Mulher Chorando (1957), Mulata de Vestido Branco (1936), As moças de Arcozelo (1940) e Espantalho (1959), some of these Works were selected for the realization of performing exercises of recriation and a discussion opened up about the differences between staging and performance (Cohen, 2013; Pavis, 2017) in the school space. This pedagogical proposal showed up efficient, because, on the final process, the students have demonstrading the ability to express a new understanding of what were study.