Dilaceração: uma poética do aprender em arte.

Abstract

Laceration: a poetics of learning in art" arose from readings, although incipient, about Nietzche's "Birth of Ragédia or Hellenism and Pessimism" in which the philosopher exposes the problems of creation and the tragic dimension in the processes of learning and the construction of his conception of aesthetics from a dionysian view of the world. It is presented as an artistic intervention within the Graduate Program in Education - Master - FAE/UFPEL, in the problematization of academic educational research and the relationship with the artistic process in the learning of a poetics in Visual Arts, whose path involves four artistic works that are crossed by the aesthetic figure of "*", "Torn Apart" - performed on digital support consisting of the throwing of a series of household dishobjects on a wall3; "250 Km to the south" - consist of a series of three drawings made with blue ballpoint pen on Voil fabric, "Borde rewrite" - states a more poetic educational writing embroidering texts on other supports and resesestitching the shards in the align of the labyrinth, and the "Labyrinth book" that makes the junction and laceration of all these elements potentiating this creation. It consists of the inventory of works of art, literary crossings and the encounter with Nietzsche, Deleuze, Guattari, Spinoza, Henry Miller, Hilda Hilst, Artaud, together with artists, Leonilson, Hélio Oiticica, Joseph Beuys, Barrio, Louise Bourgeois. From the meeting with colleagues, friends, advisors and professors of the FAE/UFPEL program and the line of the Difference of the Faculty of Education at the Federal University of Rio Grande do Sul / UFRGS, Porto Alegre, who are the intercessors of this literary-artistic production.What is at stake here is not to think about learning by traditional models of doing academic research, but rather to show the pedagogical potential of this learning through a poetics of the process, work in progress, in the creation of the labyrinth book object. It is affirmed as a contemporary artistic production that dissertations through the construction of the labyrinth the possibility of thinking about the relationship between art and life approaching them by experimentation and transgression in form thus producing the difference. More than thinking about the concepts, what is intended here is to problematize the way it comes from the concepts to create and affirm a will of art in learning. It exposes the problems of creation, laceration and the tragic sense of existence traversed by Nietzschiano perspectivism in the dionysisms of the aesthetic act.