Art/body/city: immersive itinerancies in Art and Education in urban centers

Abstract

Questioning how displacements through urban centers can be used as devices to raise awareness and activate learning environments in art is the objective of this text. Methodologically, it is based on exploratory and artographic qualitative research, through narrative devices, in which undergraduate students of the degree course in Pedagogy, when participating in the international research project “Art in Pedagogy: Teacher training with and in Arts/Cultures” , experience the Art/Body/City proposition, in which they narrate their immersive experiences in Art and Education when walking through the urban centers and cultural facilities of the city of Vitória-ES. Theoretically, it is based on Larossa (2002), Jacques (2005), Bellidson e Irwin (2013), Careri (2017), Góes (2021), Martins (2021) and Barbosa (2023). It ends by inferring about the urgency that in the initial training of teachers/es, art is enhanced by displacements through urban centers, since the visualities that make up the artistic-cultural repertoires are constituted in the most different and diverse places of learning when the bodies are sensitized to their surroundings and, as they move, they understand their memories, histories and cultural identities and recognize their place in education and in the world.