December 16, 2020

Post-Colonialisms and Global Citizenship

António Sousa Ribeiro e Maria Irene Ramalho

The approach of the link between art and education have been prisoner of a debate that highlights the scientific, technological and professional thoughts, establishing itself as an epistemic colonization in a excluding dichotomies scenario. In this regard, it is dismissed the relationship potential between the art and the education in a context of boundaries (Ribeiro, 2005; Santos, 2010), in which they are recognized as different cultures, different ways of thinking possibilities and different and wide ways of knowledge. The distinct scopes covered by the field research and the voice of several subjects (children, professors, artists and cultural educators) have brought us prospects (called frames/histories) that have made it possible to theming that relationship taking into account aspects like identities, cultures, strangeness and epistemological diversities that could arise. To explore this boundary, with the purpose of creating a third conception, the concepts of esthetic-expressive rationality (Santos, 2002: 71-74), interruption (Ramalho, 2008), otherness (Ribeiro, 2001; Ramalho, 2008), knowledge ecology (Santos, 2010) and the created verb "to see beyond" ("transver" in Portuguese) (Barros, 2010) opened wide range of opportunities in terms of possible places of the frontier, refuting the language errors of the art-education, esthetic education and education for art theories and the official documents that ratify those theories, e.g., that of to educate feelings, to educate senses and to literate for image reading (decoding). Those errors signal processes of assimilation, exploration and domination of a field over another, so they are not signs of violence. On the contrary, through the translation (Ribeiro, 2005; Santos, 2010) the boundary paves the way for multiplicity, heterogeneity and several recreation spaces for concepts as well as new sociability relationship. It is observed that the expressions "to educate senses", "to educate feelings" and "to literate for image reading" bring misleading conceptions and hard poetic visualization. Maybe "to educate with feelings" and "to educate with senses" enable a more aggregate activity between those different ways of truth, the art and the education, thus extending reading diversities in recognition and self-knowledge processes. In that case, the language performs a kind of fundamental intervention. For example, it is considering the language that Paulo Freire proposes a pedagogy of the oppressed and not for the oppressed; the language creates a way of thinking and intervention in reality. Considering the issue of the language, focusing on the possibilities of the boundary and composing in the terms "pre field", "field" and "post field", this research finds the "present pedagogy", which arises from the "pedagogies of absences" and "pedagogy of emergencies" meta pedagogical procedures, which come from the "sociology of absences" and "sociology of emergencies" meta sociological procedures (Santos, 2010). The referred pedagogy will expand the education times so that the playfulness (Schiller, 1993; Huizinga, 2008), being an itself and world awareness, can promote the meeting with de beauty of/in the social relationships.

Keywords: Education; Pedagogy; Artistic Language; Esthetic-expressive rationality; Boundary