Translaçados: sensações com a arte para tecer a sexualidade no ensino de ciências

Abstract

I am a education‘s weaver; I weave wires of art education and pedagogy in school productions and activities with the curriculum in motion and the new guidelines of the Brazilian Basic Education; but I feel decontented with the tight knot of normatization and moralization that intensifies in the school, over the years, which remains a traditional and formal subject. They are ties, strings, wires and twisted and drawn tissues, which suffocate the school curriculum, causing hangings and gags to the subjects involved in the process of educating by singularity and antiauthoritarianism. Involved by the vibrational readings of the theorists of the philosophy of difference, contemporary theoreticians of educational think and interlocutors of other disturbing ways, I set out to investigate different threads of sexuality in the literary arts, rhythmic arts, visual arts and film art. The preoccupation suggests to move a loom, wire junctions of thoughts, sensations in art with sexuality, the body through the glide of sexuality, body translated. For the movement of the thesis, an approach was made with the "cartography as a method of research-intervention", inspired by Gilles Deleuze's philosophy of difference and his partnership with Félix Guatarri. The proposed cartography is not to map, to order and delimit territories, but rather, constant production of lines and escape, flows, desterritoriality, destratification, multiplicities and ... and ... The first cartographic movement was represented by singular expressions and experiments of the researcher-author. The letter-writing, as cartographies in transversality. The second cartographic movement was the plural expressions and experiments of the student-authors, which were called phrase-messages, which were produced at the end of each meeting of the Group of Translatated Studies (study group that was moved at Estácio Castanhal College -PA), as sensations of debates and reflections about sexuality, art and Science Teaching. Concludes that movements were sinuous and of production, involving art as a result of affections; to map was to give meaning, movement, fluidity and exercise in thought, promoting reflections and problematizations; and in the meetings, it was possible to think about how we were educated in the school, in a disciplinary and fascist way, with classifications and frames, without being able to exercise / move the sexuality, which today must be thought in a molecular, liquid and mainstream way, of Sciences. I understand that this requires new inventive initiatives by teachers in Science Teaching, for this reason the concern to involve "teachers in training" in debates and discussions about the theme of sexuality, provoking and disturbing interdisciplinarity with the Art.