Markings in school: Pichação, graffiti, and subjectivities in art education

Abstract

How can images produce students as subjects belonging, or not, to a certain place? This issue led us to what is known as pichação, to understand the processes of subject constitution amid discourses of appreciation and of devaluation of this form of expression and of marking in the city. We work from a poststructuralist perspective, inspired by Michel Foucault’s studies, to affirm that we are the result of discourses crossed by power relations. Thus, pichação becomes a matter of different discourses immersed in the games of truth and falsehood that end up constituting this object of thought.