Práticas de cadernos de criação na adolescência: descobrindo caminhos criativos a partir do desenho de processo

Abstract

The research is focused on the field of Visual Arts education and belongs to the research line: Processes of teaching, learning, and creation in the Arts. The study presents a descriptive overview of the drawing practice it is aimed to teenager students of headquArters CETI (Gilberto Mestrinho Medeiros Raposo). The study presentes a descritive cut from drawing practice at school and offers the usage of the creation notebook and actions tabled on the Art concept, processes and development web as alternative to the problem of the unidirectional act of the drawing by copy relating the following action to the pedagogical documents “Curricular Common National Basis (BNCC)” and “Pedagogical Curricular Purpose of Art Teaching In Amazonas”. The research aims to promote the contact with processing drawing practice by pointing out its usage as self-knowledge promoting instrument, creative course discovery at basic education. The study makes use as theoretical resource: the conceptions of contextualized learning of education. It was based on the conception of student’s life experience with signification starting from experience by Dewey, (1979), moral symbolic and esthetic values by Pierre Bourdieu (2007), existential competences in group by Edgar Morin (2015), education through Art by Hebert Read (2013), creating process, building and association webs by Salles (2006 and 2021), concept and categories of notebooks of artists by Guaraldo (2012), action-reaearch Thiollent (1986), triangular approach by Barbosa (2010), as reference of methodological procedure and Artography by Dias and Irwin (2013).