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Communes évidences est née d’un long processus de recherche autour du travail du pédagogue critique brésilien Paulo Freire. Sous la forme d’un baluchon fait de couches superposées, cette pièce réunit des textes produits par des contributrice·eur·s contacté·e·s par microsillons qui ont tou·te·s développé une réflexion sur les méthodes, les contextes et les objectifs de l’éducation. Ielles ont répondu à une même  question, posée au mois de mars 2020 et pensée pour amener, sous une forme collective, une actualisation de la pensée de Freire (qui dit être un vagabond de l’évident et est dessiné par son ami Claudius Ceccon avec un baluchon) :

A QUELS SUJETS, OUTILS OU TACTIQUES DEVRIONS-NOUS URGEMMENT NOUS ÉDUQUER
POUR RÉIMAGINER LE MONDE EN COMMUN ?

Nous pressentons l’urgence d’expérimenter de nouvelles pédagogies qui seraient des pédagogies du commun, de la planétarité, des pédagogies créolisées, queer, postcoloniales, décroissantes, des écopédagogies, des pédagogies qui nomment et visibilisent les oppressions, soutiennent les luttes, génèrent des formes de solidarités ou construisent des alliances de dissidences. Nous pressentons également que l’art peut jouer un rôle fondamental dans ce processus.

La crise liée au corona virus a fortement orienté les réponses reçues, agissant comme un accélérateur des réflexions engagées. L’œuvre reflète ainsi ce moment particulier, sa dimension multiple – avec des réalités qui s’entrechoquent – et les impacts qu’il a produit dans différents domaines. La forme cherche à traduire ce patchwork de propositions, de voix, de langues.

Freire plaçait au cœur de sa pédagogie les thèmes générateurs – soit des sujets liés au quotidien et aux centres d’intérêts des personnes concernées par le processus pédagogique – qui devaient permettre d’amorcer une réflexion critique sur le monde dans lequel ces dernier·ère·s vivaient. Suivant cette approche, le baluchon est appelé à devenir un outil générateur pour intervenir dans différents cadres, initier des dialogues puis des actions artistiques produisant des effets symboliques ou réels sur les contextes d’apprentissage. La forme du baluchon s’arrime à des concepts que nous avons investigués par le passé (le pli, la dérive, le bricolage, le palimpseste…). Elle s’inspire du blob, cette cellule unique capable d’apprendre et de transmettre ses apprentissages. 

La partie textile a été conçue et réalisée avec Jeanne Martin-Taton.

Communes évidences is a result from a long process of research around the work of the Brazilian critical pedagogue Paulo Freire. In the form of a bundle made of superimposed layers, this piece brings together texts produced by contributors contacted by microsillons who have all developed a reflection on the methods, contexts and objectives of education.

They have answered the same question, asked in March 2020 and thought to bring, in a collective form, an update of Freire’s thoughts (who described himself as a “vagabond of the obvious” and was drawn by his friend Claudius Ceccon carrying a bundle):

TO WHAT SUBJECTS, TOOLS OR TACTICS SHOULD WE URGENTLY EDUCATE OURSELVES
TO REIMAGINE THE WORLD IN COMMON?

We sense the urgency to experiment new pedagogies that would be pedagogies of the common, of planetarity, of degrowth. Creolized, queer, postcolonials pedagogies. Ecopedagogies, pedagogies that can make oppressions visible, support struggles, forms of solidarities or alliances of dissidences. We also also sense the art can play a fundamental role to invent new forms of education, imagine new frames of thought, open perspectives of new citizenship pratices.

The crisis linked to the corona virus has strongly oriented the answers, acting as an accelerator for the ongoing reflections. The work thus reflects this particular moment, its multiple dimension – with realities that clash – and the impacts it has produced in different fields. The form seeks to translate this patchwork of proposals, voices and languages.

Freire placed at the heart of his pedagogy the generating themes – subjects related to the daily life and interests of the people involved in the pedagogical process – that were meant to allow for a critical reflection on the world in which they lived. According to this approach, the bundle is intended to become a generating tool to intervene in different settings, initiate dialogues and then artistic actions producing symbolic or real effects on learning contexts. The shape of the bundle is linked to concepts that we have investigated in the past (the fold, the drift, the do-it-yourself, the palimpsest...). It is inspired by the blob, this unique cell capable of learning and transmitting its learning.

The fabric part was designed and realized with Jeanne Martin-Taton.

Pilgrims of the Obvious (1975). Risk,
11, no. 1. Paulo Freire et Ivan Illich
dessinés par Claudio Ceccon.

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COMMUNES ÉVIDENCES –  USAGE DU BALUCHON

COMMUNES ÉVIDENCES – USE OF THE BUNDLE

The bundle invites to think, rethink, reread, transform, make evolve, the perspective of a given group on the teaching situation it lives.

The bundle is designed as a tool to be used at the beginning of a collaboration with a group wishing to initiate such a critical re-reading and to act to change certain parameters, concretely or symbolically:

- Deployed, it serves as a tablecloth at the table around which the group (maximum 15 people) meets. It is first its outside face that is shown.

- Each person present chooses a word/phrase on this side.

- The cloth is turned over and each person finds the quotation that corresponds to his or her selected keyword.

- The quotations are read aloud by each person. The stick of the bundle is used as a relay to symbolize the fact to give the floor to another person and to link the quotation to its author. The collective reading composes a specific sequence for this group.

- From this sequence, a discussion takes place and facilitates the groups’ description of the teaching situation they are experiencing. The teaching situation is then described in its material (architecture, furniture, sounds, smells, sights...) and immaterial (power relations, work ethics...) aspects, through formal productions (maps, diagrams, models...).

- Possible changes – emerging from the group’s interests – are imagined and discussed. Actions to implement these changes are actively sought.

- Forms are collectively produced during these different phases (mappings, texts, new curriculum, podcasts, actions...). These shapes metaphorically “fill” the bundle and are integrated into the “bundle collection”, which will be built up over time and will be visible on our website.

- The bundle, without being a kit, can be lent and travel without us. The booklet accompanying it will allow to understand its history and use. It includes a full translation of the contributions in English and French.

Contribution visuelle de Gregory Sholette et Agata Craftlove (collective THEMM!).