Resumo

LOPONTE, Luciana Gruppelli. Artist teaching: art, gender and etho-aesthetic education. Educ. Rev. [online]. 2006, n.43, pp.35-56. ISSN 0102-4698.

Departing from the assumption that the Art Teacher formation is quite precarious and from the idea that the gender relationship are implicated in the definition of the discourse on Art and the Art Teacher, I ask for the possibility of the constitution of an artist docent. These elements can be produced across a self-writing and friendship relations as possible ways of resistance, of subversion face to the subjective powers (mainly those that involves power and gender relationships) from the analysis of a work of docent formation in arts that has been in development for five years with a group of teachers in the University of Santa Cruz do Sul. This research is deeply marked by the theorizations of Michel Foucault, by Nietzschean reverberations and by the theoretical productions of the feminist studies linked to art and education. The axes of the analysis for the empirical data (different texts, letters, self-writings, portfolios, field journals) emerge from the theoretical production by Michel Foucault: self-writings, friendships, art and teaching as well from a docent etho-poetic. The text summarizes a doctorate thesis finished in 2005 and shows the etho-aesthetic of the docent art.

Palavras-chave : Art Education and Gender; Teacher Formation; Etho-Aesthetic.

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