Fleeing Pedagogy - Crossing the Frontiers of Knowledge
Pedagogy; Escape; Literature; Art; Knowledge
This work deals with issues concerning the importance of art, especially literature, for human formation, taking as an assumption the inseparable intertwining between art, life and knowledge. Therefore, the narrative of everyday situations related to work in Early Childhood Education is used as a work methodology, as well as the problematization of the various situations that implied the realization of this research itself. It is from the obstacle between research and researcher that the construction of Lugar de Fuga emerges, understood, for now, as the space of conflict between the various social roles that we are led to assume and the strategies of (over) experiences that are being created on the way. These strategies, here, are always coined in art. Art is then a broad place of knowledge that can “blur” the boundaries between reality, time and capital production. Each subject in his relationship with the world and, therefore, with culture (mainly local culture) finds (even unconsciously) his Place of Escape. This Place cannot but intertwine with Art, which, over the centuries, has been placed (mainly by capitalist society) as a surplus of capital, insofar as it is the place of leisure and unproductivity. From the narrated experiences and their analysis based on the contribution of psychoanalysis and philosophy, it is clear that the Place of Fugue is what makes the subject appropriate himself and overflow beyond the borders of Being, of Being and Knowing. Based on this assumption, there is an urgent need for a pedagogy that embraces the most diverse forms of art as a real and indispensable constituent for the forma