Between movements, yarns, and shapes:

embroidery in teaching practice

Abstract

This article reports the results of an empirical research that adopted embroidery as a bridge between theory, body experience, and graphic expression in a pedagogical practice developed during a teaching internship in the subject component ‘Body, Afro Dance, and Education’ of the Undergraduate Course in Pedagogy of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB). This course subject aims to grasp the triad humanity, culture, and knowledge (Cortella, 1998) based on the African philosophy of drum beating, singing, and dancing (Ligiéro, 2011). Discussing the role of art in education and the use of embroidery as a means of individual expression is part of an approach that seeks a methodology grounded in citizen’s comprehensive education. The results indicate that combining theoretical knowledge, body experience with contents, and graphic expression of perceptions and sensations in adult education requires a methodology that interconnects sensitive aspects of human education to pedagogical practice. This teaching experience underscored the importance of respect for the student’s unique learning movement – even at times when she/he refuses to participate. In the approach adopted, art is indispensable to access sensitive contents of the individual, the group, and historically systematized knowledge, moving towards what is proposed by Read (1986) – who sees art as a mediator in education – and Ostrower (1977) – who advocates that creativity is inherent to human beings in all spheres of life.