From the resisted classroom to the re-existed classroom: Turns from art

Abstract

This work inquires the classroom as vital space, where exceptional bodies co-exists with particular ways of perceiving their encounter. A place that provokes resistance to the grandiloquence of disciplinary discourse and disciplining docilizations (Foucault, 2002); but also, place to dwell in re-existences as invitation to flourish in the breakages (Walsh, 2013), a way of expressing the sensitivities in expanded aesthetics.

From a journey through the vestiges of the classroom of an educational institution, five youth-bodies were invited to feelthink from art their experience in the enclosure, building corpographies, that is, inscribing on their bodies the feelings in the resisted classroom and in the re-existed classroom. Ruptures of the steady in which the body is fragmented into multiple languages; moment where art emerges as an excuse to express feelings, interpret them and transform them.

Thence, nourished labor by the aesthetical complex environmental thinking is built, to name universes nuanced with singularities, with tensions and mobilities on the journey. Turns from art, to trace on the canvas the nonevident feelings of life, to give dimension to the multiplicity of realities; from the classroom objectified by authority relations, towards the classroom as a loved place.