(Português) Entre Desenhos-Daninhos: A Inscrição da Potência

From the Aristotelian concept of potentiality, developed by Giorgio Agamben (2007), we propose to draw an analysis of the Curricular Program of Drawing, in Secondary School Education. Considering the Curricular Program of Drawing as a representation of a potentiality, we propose to characterize the pedagogical subject, in there necessarily implicit and becoming. Recognizing the existence of certain types of identities provided by the program for their subjects, we turn to Michel Foucault (1988) to engage in this analysis, by taking particular attention on the program’s effects in the subjectivity of students as drawing students. Therein, an encounter with the potentiality will lead us to think of its implicit other side: impotentiality, which might represent a place where we hope that questioning the permanence of a discourse on drawing, presented as a producer of subjectivities, ought to be conceivable in a contemporary context. The presenting analysis has resulted from the experience of an internship – held at Escola Secundária Aurélia de Sousa, in Oporto, along with a class of the 11th year, from the Course of Visual Arts, under the Master in Teaching Visual Arts in the 3rd Cycle and Secondary School – in the particular context of drawing lessons. There, from observation and participation in classes, to carrying out conversations with students – in particular ‘Com_versos……e Desenhos’ – provided to establish connections, build self-inquiries and retain fragments, that turned out to be key elements for the development of this reflection.

KEYWORDS: drawing, potentiality, subject, secondary school

Year 2013
Type Thesis
Institution Faculdade de Psicologia e de Ciências da Educação e Faculdade de Belas Artes da Universidade do Porto
Degree Master
Supervisor(s) Catarina Silva Martins
Language Portuguese
Field Arts Education