REFLECTIONS ON AUTOBIOGRAPHICAL NARRATIVES IN THE (SELF-)FORMATION OF VISUAL ARTS AND THEIR INTERSECTION WITH EDUCATION IN CULTURAL SPACES.
(Auto)biographical Narrative; (Self-)Formative Processes; Art Education; Experience; Lived Experience.
This research aims to understand how (self-)formative processes in the trajectory of an art educator—through art and education, considering both their work in traditional classrooms and their role in museum education training—enable the Action-Research-Formation of a reflective practitioner. This process is marked by critical reflection on teaching practice and the construction of identity based on formative experiences. The study seeks to explore how diverse theoretical and methodological influences, such as those of Arnheim, Barbosa, and Leontiev, have shaped and continue to impact teaching practice, including their influence on student formation within the post-secondary technical course in Visual Arts at a Federal institution in Pernambuco, Brazil. The perception of art/educational practices aimed at fostering social transformations in students in training draws upon bell hooks to conceptualize education as a critical reflection on the formative process. To this end, the author's trajectories will be analyzed through a theoretical-methodological framework grounded in autobiographical narratives, as discussed by Josso, Pineau, and Dominicé, with a focus on the connections between personal accounts, memory, and documents produced by other researchers, emphasizing the role of the educator as a formative subject.