Thinking-Looking in School:
Investigating Intersections between Art Education and Belonging to the School Environment
DOI:
https://doi.org/10.23899/feazyg92Keywords:
Art education, school belonging, thinking-looking, Transformative education, Space and placeAbstract
The present article explores the role of art education in strengthening the sense of belonging within the school environment, with a focus on basic education. This research is a bibliographic review that provides the theoretical foundation for the author’s Graduation Project, carried out during her Supervised Internship in High School. The project aimed to analyze the teaching experience and understand how art education can enhance students' relationship with the school environment, promoting a more critical and sensitive perception. Among the central references, the article explores the concept of “thinking-looking” (MARTINS, 2006), which encourages students to develop an attentive and reflective view of the world around them. Additionally, the research incorporates Yi-Fu Tuan's (2015) concepts of “space” and “place,” comparing the movement between these concepts to the learning process. It is concluded that art education, by encouraging the development of “thinking-looking,” can align with a transformative teaching practice as proposed by Freire (2014), fostering personal and social development and stimulating an affective bond with the school environment. This theoretical foundation, applied in the author’s Graduation Project, reinforces the relevance of art education as a promoter of more connected and meaningful educational experiences for students.
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