A complexidade do ato de aprender a transver (pegar a visão) da pôtencia da imagem no coletivo criativo, sob a égide dos olhares poliperspectivados: da monovisão à polivisão (poliperspectivação)

Abstract

This research aims to understand how the learning subjects of this investigation develop an art/educational proposal (visual arts) from the perspective of complexity, in the act of learning to see the power of the image in the creative collective, under the aegis of poly-perspectival looks, from the creation, construction and dissemination of the culture of (imagetic) knowledge and know-how. The work is justified by the need to model/shape a teaching/learning proposal in art/education (visual arts) that welcomes the complexity and diversity of reality, giving the research subjects the opportunity to 'create together with' a more interactive, participatory, collaborative and inclusive approach, consistent with the transformations of the contemporary context of the telematic and image era and learn to deal with the image regimes and their oppressive, dehumanizing, invisibilizing political gears that impede the development of their potentialities. As the main problem of the research, we observed in the midst of a multifaceted polycrisis, the absence of an art/educational proposal (visual arts) based on the context of complexity theory, in a collective, poly-logical and transdisciplinary perspective, which in fact, would problematize the creation, construction, dissemination and culture of imagetic knowledge to contest the imagetic regimes, promoters of the distortion and manipulation of information, fragmentation and emptying of knowledge and the deprivation and denial of knowledge. In the methodological field, the research of quali/quantitative approach, is of a poly-logical nature; it has as its epistemic basis, the complexity theory and as methodological basis to account for the dynamism of the theme, the bricolage, including bibliographic, systemic, participatory and collaborative (co-creative) research. The results show that the act of learning to see the power of the image in the creative collective, under the aegis of poly-perspectival gazes is a complex self-(eco)-organized system because it is open, dynamic, flexible, non-linear, emergent, interactive, participatory and collaborative. However, it can be concluded that this art/educational system (visual arts) is liberating, emancipating and transforming because it gives the opportunity to the learning subjects to contest the oppressions and the tyranny of the imagetic regimes, in the search for the understanding of how we can feel, embody and think the power of the image in the collective experience, from the pluralization of the vision and the looks, promoter of the respect to the diversity, inclusion and personal, local and global socio-cultural and environmental transformation. In the first part of the thesis, we present the Complexus of the Thesis Warps, with the first chapter, called 'Introductory Complexus', specifying the framework of information that organizes and structures the research. The second part, where the Complexus of the Weavings of the Thesis begins, presents the 2nd Chapter, entitled 'Theoretical Complexus', containing the concepts, expressions and theories that underpin the systematic bibliographic analysis of the research/thesis; The 3rd chapter, entitled 'Participatory Complexus', analyses the context of participatory experiences (participatory research and/or participatory investigation), from the praxis of art/educational approaches (visual arts) in the act of learning to see the power of the image, by means of creative collectives under the aegis of polyperspective looks; the 4th chapter, named 'Self-Organized Complexus', seeks to identify the complexity of the act of learning to see (catch the vision) of the image's potency through the creative collective, under the aegis of polyperspective gazes, in the way the learning subjects create, build and spread imagetic knowledge and know-how, as a complex system related to self-organization and the 5th chapter, named 'Collaborative Complexus', aims to present the collaborative modelling of the idea of a liberating, emancipating and transformative art/educational praxis (visual arts), from the experiences with the act of learning to see (catch the vision) of the image's potency through the creative collective, under the aegis of the polyperspectivated looks. The third part, the Complexus of Finishing the Thesis, presents the 'Concluding Complexus', from the survey of the main conclusions in the chapters of the thesis, and the final considerations, here called 'inconclusive considerations', which happens in this perspective because of the flows, openings and modeling that the complexity theory provided for this investigation, as well as the references used, appendices and annexes of the research/thesis.