"Entre" as artes visuais e educação especial: inquietações que povoaram a metodologia operada na produção de um caderno didático

Abstract

This paper proposes to bring into discussion the methodology operated in the process of a didactic notebook production for a Distance Learning Course in Special Education, whose focus is on the discipline of Visual Arts Education oriented to Special Education. Some questions are part of this trajectory: How to produce a didactic notebook as a locus of problem invention, not only as representation of given knowledge? How to invest in a notebook’s images and written texts so that the readers can position themselves, designing reading and experimentation paths? Thus, aiming to respond to the purposes of this work, some concepts such as otherness (GALLO, 2008 e SKLIAR, 2014), actual and virtual (DELEUZE, 2006a, 2006b), and experience of the outside (LEVY, 2011) were invited to dialogue with this study where connections were engendered with some lines of force. Such lines’ crossing backed the release of questions that were not limited to solving problems but were an invitation to experiments as ways to activate spaces of invention in the production of tensioning between images and writing, and in the investment of exploring in between the empty spaces to forge spaces for problematization. So, this text exists as a way to allow the transit of some affection from the creation of the didactic notebook, as well as the welcoming of some virtuality and the dissolution of what is given as naturalized on Visual Arts and Special Education, updating these settings as other not yet imagined possibilities.