Interval:
Interruption; pause; break; slit in time;
deflation; digestion; fermentation; contamination;
imagination; immersion; listening.
Interval as room for that which is possible;
as the creation of the conditions for
something new to happen.
1.0 PRESENTATION
Intervalo-Escola is an experimental school and a practical and critical platform that maps, develops and experiences ways of learning in/against/on/from the art field. Emphasizes collaborative and cooperative models of learning, non-hierarchical, immersive, sensitive and informal.
We are simultaneously open to new dialogs regarding the practices and formal concepts of teaching, as well as the conflicts and antagonisms of those systems.
It is a school without one place, many times welcomed by other institutions or structures, acting as a temporary immersive zone in which each event is composed by specific groups, places, knowledge and context – group-specific; context-specific; knowledge-specific; site-specific. Therefore it becomes impossible the automatic employment of a schooling model-method or a hegemonic knowledge that would be pertinent to all equally, autonomous regarding its contexts.
Intervalo-Escola was founded in 2015 by the researchers-etc Cláudio Bueno and Tainá Azeredo, becoming a collaborating network of artists, researchers, institutions and agents of the social and cultural fields. Still, we interact with children, teenagers, adults and all those who reside or visit the places in which the school happens.
In each edition we invite an artist that can share, live and propose within the group a dynamic related to his work, comprehending his artistic practice also as pedagogical, teaching and learning. In 2016 we had as guests the artist Ricardo Basbaum, Jorge Menna Barreto and Agustina Comas.
The project is built from a considerate observation of different art learning methods in Brazil and today’s world, as well as the amplified comprehension of the school’s role in learning and teaching, as an urgent political and social resistance against the contemporary brutality of the closing of public state and rural schools, the deterioration of Brazilian learning system and its massacring interference in all instances: schools, teachers, communities and students. Added to that, is our distrust regarding an art scene anchored mostly in the expositive model, leading to our belief in the exchange and processes that occur in an expanded time-period.
In times of productive and neoliberal systems of learning, we emphasize the importance of the interval as pause, space to eat, togetherness, talking, living, stopping, reflecting, in a stretched time-period, fermenting informal and interdisciplinary knowledge.
In sight of each immersion-encounter’s specificity, read next about the main actions of the school until now, in between the states of São Paulo and Amazonas.
2.0 ACTIONS
2.1 Intervalo-Escola: Intervalo em Campo / Field Interval, Amazonas
Short intro with images from the road (BR-319) and sites where we work at Amazonia.
2.1.1 Introduction
Naming these series of encounters as “intervalo em campo”, or Field Interval, references the moments in which environmental agents leave their cities and go to work in the forest for a determined amount of time. Therefore, it was in February 2016 that Intervalo-Escola went into the field. The activities begun in the context of highway BR-319, in the state of Amazonas. We worked among the Centro de Saberes da Floresta (Forest Knowledge Centre), the Casa do Rio Tupana (River Tupana House), the SEMA (Environment State Secretary of the State of Amazonas), RDS (Sustainable Development Reserve Igapó-Açu), with the UFAM (Federal University of the State of Amazonas), collaborating with the ICMBio (Chico Mendes Biodiversity Conservational Center), arriving at the Transamazonic Highway region.
Highway BR-319 (where most of our activities happened), intersects approximately 800 kilometers of the Amazonian Forest, between the cities of Manaus (Sate of Amazonas) and Porto Velho (State of Rondônia). The road, inaugurated in 1976, during the country’s military dictatorship, was completely destroyed in the 80’s by the private interests of a state governor, and now is going through a repaving process. This reactivation of the highway will produce a strong social-environmental impact throughout all of its surroundings in the next years (estimated 5 to 25 years time). Although momentarily embargoed by the lack of resources employed destined to the future impacts of its consequences, the construction may be resumed at any time, especially within the government changes that the country is now facing.
Intervalo-Escola intends to act throughout the region for the next few years, organizing both isolated actions mobilizing at once a great number of people, ideas and resources, as well as long-term relationships that will happen more silently, through an extended amount of time, alongside our main partners at this present time, Casa do Rio and SEMA.
As part of the many actions promoted within this context we act amongst the population of the rural schools focusing on issues related to art, education and culture, seeking to acknowledge and strengthen local identities and knowledge, alongside young people and adults, mainly Caboclos. Caboclos, in a simple way to put it, is the designation given in Brazil to the individual generated by the miscegenation of a native Indian and a white person. Such condition produces today an enormous identity conflict, since many of these people deny their native identity and culture (such as the strong connection to the earth), superposing their white identity, as their ties with capitalism and neoliberal ways of working. Throughout this process, different from the forest’s communities, many times these caboclo communities tend to become peripheral communities in relation to the large centers.
Led mainly by Casa do Rio and SEMA, other strategies have been conducted by different teams that act within this context. Beside others regarding culture, they focus on the straightening of sustainable economical relations, on woman’s policies, housing demands, family and labor issues, and environmental preservation (supervising wood extraction, territorial occupations, fire control, etc.).
Igapó-Açu is one of the main communities in which we act, and it is located 270 kilometers from Manaus towards the forest. Now we are collaborating with a group of professionals in the construction of a new school, pedagogically and physically. The community is divided by the river’s margins and connected today by a ferry. With the repaving of the highway it will be crossed by a bridge, causing the residents of Igapó-Açu to leave their current homes and built them elsewhere in that same region. The construction of the physical space of the new school will serve as a pivotal center for the reconstruction of the community throughout the following years. Besides that, also as part of our work scope, we will promote dialogues throughout time, with the movements and settlers, such as PA Panelão/MST (Movimento Sem Terra – Landless Worker’s Movement), approaching the relationship with food, the agro-forest, the organization structures of the settlement, the culture and the reflections of this learning process within the school; we will publish the knowledge and memories of the highway’s communities – such knowledge that is beginning to fade, facing the devaluation of oral history, within the major presence of communication media and the disappearance of traditional conversation circles as a consequence; amongst many other actions.
Tupigá group prototyping a floating school in order to reduce time and costs regarding daily mobility to arrive at school + Video recording, scripting and projecting, related to burning in the forest.
2.1.2 Path
When first arriving in the region, we were welcomed by the young people of the Tupigá group, those that live or were born between Tupana and Igapó-Açu rivers. Our meeting was in the Careiro county, a place where many of them reside temporarily to study. We proposed a two-day workshop at the time, to experiment the possibilities of learning, using the idea of “game” as a starting point. We strived to reflect on the reactivation of the road and think of the presence of the young as “players” that could define the rules of the game that is now being drawn in the region, simultaneous to the repaving and reactivation of the road.
In this case, the game was understood as a spatial, social, relational, logical, sensitive, and inventive dynamic that demanded actual, integral and focused presence. Presence of the one that in it plays and defines its rules and ways of being. Along with those who first invited us (Dioneia Ferreira/SEMA and Thiago Cavalli/Casa do Rio), we thought it was essential to reaffirm the importance of the presence and permanence in the region, as guardians, that in the near future will become the environmental agents themselves as well as political leaderships. But something else was added to that: the desire to reactivate the capacity to imagine. Imagine the future, landscapes, politics, and their own active presence in the world. Such ability to imagine is being many times suffocated by a context with no perspective, without infrastructure, and with family economy urgencies that may demand a young person to work since childhood.
Within the activities of the workshop, together we created a card set composed by two piles of cards. The first one had the individual desires that brought them there to the activity, and the other had a public issue to be debated by them.
The combination of those cards when drawn, conducted the group’s reflection on possible strategies for the disclosed problems. For example, card 1: learn, card 2: economical inequality. Combining learning with economical inequality, the teenagers found as a way out the invention of an ideal school, one that would face their actual necessities. They started a prototype of a floating school, aiming to minimize the time and cost of daily transportation – that are up to six hours per day and many liters of fuel. They designed a daily meal plan based on local food (non-industrialized) that could be provided by their families. Also, a class plan was elected, placing the student as the central agent of the learning and teaching process. The project that started as a hypothetical plan is today been reviewed as a possibility for the new school being built at the Igapó-Açu community.
The game went on surfacing other issues that were brought and debated by the teenagers, that not only were learning but also were becoming aware, thinking of strategies and reworking their knowledge facing the transformations lived in the region.
In that sense, instead of a education perspective that provides content (assuming beforehand that any content or subject should be transmitted), we were interested in creating a platform that would make local knowledge, issues and debates emerge, relating them to the global context – thinking of the Amazon as the centrality of the world today.
With the same desire to provide tools to built narratives, imagination, debate and visualize issues of a determined context, we crossed BR-319 for a second time and went on to meet the teachers of the Santo Antônio do Matupi county, one of the main devastations poles of the Amazon today, having wood extraction and cattle breeding as their main factors. This community is located in the county of Manicoré, southern region of the state of Amazonas.
Along our two-day trip on the BR-319 highway, followed by the Trans-Amazonian (BR-230), we were exposed to and learned a lot about many aspects of this paradoxical, complex, and many times dangerous context.
Matupi and Transamazônica road's context – deforestation, rights and conflicts with indigenous peoples and large fields of sand without trees. Photo's Source: from the truck, by Bruno Madeira to cicloamazonia.org; from Matupi's landscape, by Marcelo Assumpção; from Tenharim feet, Carta Capital/Justificando website
We understood the growth and the advances of the deforestation arch in this stretch of the Amazon, from Matupi, going up to Distrito da Realidade, and the next area at risk being Igapó-Açu (therefore the immediate necessity of the strengthening of this community). We lived the contradictions of the dependency on a precarious road, at the same time identifying planned disasters to happen in the next few years. We saw Piarrã Indians (one of the most resistant ethnicities in the contact with the white) side by side with people from the Evangelical Mission in the Amazon. Sitting in a roadside bar at the Trans-Amazonian Highway we watched transportation trucks carrying huge logs of wood destined to Chinese harbors, to be distributed next in Europe and the United Sates. Tenharins Indians were accused of the murder of three Matupi residents, after the death of their Cacique. As newspaper headlines, those and many other stories were voiced in our crossing, enabling us to amplify our conscience regarding the social and environmental conditions in the context of our actions.
As guests of the environmental agent Aline Polli (ICMBio), we stayed in Matupi. This is a place where when talking about protecting the environment is threatening life itself. Almost everyone is somehow tied to the illegal wood extraction or cattle breeding. Most of Matupi’s inhabitants arrived during the military dictatorship, within a program called "Integrar para não Entregar" - something that would translate as “Integrating instead of Surrendering”. It was an incentive for southern agriculturist with land issues to occupy the region. Without government help or policies to implement any type of agriculture that considered Amazonian soil, farmers couldn’t produce and were quickly absorbed into the hands of large cattle breeder and timber merchants. Thus the idea that Amazonian soil is in fact poor and unfit for planting was created, and therefore bringing down the forest is what is best, opening up space for three hundred thousand head of cattle that live with its six thousand inhabitants. For these people, environmental supervision and IBAMA are an omen of unemployment.
We worked with teachers (many times related to lumberman) in the construction of diagram-drawings. These diagrams were made from the creation of a graphic vocabulary composed of power lines revealing the existing tensions within the context. The forces that appeared most as actors in this process were: government abandonment regarding public policies for the region; difficulties of formulating other economies besides cattle and wood; presence of Brazilian environment preservation and supervision; commerce; the school; the road; and all the conflicts generated by these interactions. After finishing the diagrams, each teacher narrated his/her understanding of the district through the drawings. The drawing was as a political and esthetical tool, in direct friction with local realities.
Working with a group of teachers from Santo Antonio do Matupi. The creation of diagrams has allowed them to recreate their own narratives regarding this context and imagine possible futures for this region. The drawing was thought as a political and aesthetical tool, in direct friction with local realities and conflicts.
The beginning of the work reported so far, within BR-319’s context and its unfolding for the Trans-Amazonian, immediately exposed countless conflicts that are far for being solved or appeased. But on the contrary, they place the body and the life of those who inhabit or work there in an extreme situation, where the sophisticated and civic idea of negotiation is not always a possibility.
Within this context (where the laws applied are not those of the city), artistic, sensitive, informal and cultural practices seem to be possible measures to reconnect with the earth and treat conflicts through different strategies, stimulating sensibilities and imagination capabilities outside of the known vocabulary and strategies of traditional militancy.
2.2. Intervalo-Escola: Intervalo em Curso/ Interval in Progress, Amazonas and São Paulo
2.2.1 Introduction
In the year of 2015, the project Intervalo-Escola received the Programa Rede Nacional Funarte Artes Visuais 12ª edição Prize (National Fund Visual Network Arts Prize – 12nd Edition). This funding award is made for artists, researchers and agents in the arts field who have in sight the connection amongst one or more states in the country. The program’s first phase happened in São Paulo, hosted by Casa Tomada, from November 28th to December 18th of 2016. Its second phase was in the state of Amazonas with Casa do Rio and Centro de Saberes da Floresta, supported by RDS Igapó-Açu and SEMA, from January 23rd to February 11th. In each edition of the program an artist was invited to think through with the group its activities and sharing strategies. In São Paulo, the immersion was developed alongside artist-etc. Ricardo Basbaum and in Amazonas with the artist and researcher Jorge Menna Barreto.
The open call selected ten participants for São Paulo and eight for Amazonas. As a project proposal we asked that the candidates send not their CV or portfolio, but a sharing proposal to be constructed with the workgroup, aligned with their personal path. The selection focused greatly on what the candidate had to offer the group and his or hers sensibility to the context of each edition. Also, we sought an interdisciplinary and heterogeneous group.
2.2.2 São Paulo Immersion, Aclimação
As we created the conditions for pause and encounter throughout twenty consecutive days inside Casa Tomada, in São Paulo, the notion of interval surfaced in its contrast with the city’s speed and demands. Unlike a educational program with its schedule already set up, what we had were participants and each of their sharing proposition. Each proposal was presented organically throughout those days, as each person would perceive the ties of their own proposal with another one. The propositions, initially individual, began to find resonances in each other, developing throughout time a collective body of ideas, particular of that workgroup itself.
The group occupied the house and its surroundings, such as: streets, street markets, bars and parks. In those places, workshops, walks, specific listening exercises, actions and performances were held, involving all participants and other guests.
A core place for our daily meetings was the meal table. From that horizontal structure of sharing surfaced desires, ideas, annoyances and issues encountered along the way. Therefore it was at the table, that we fed ourselves and digested a great part of the process and knowledge shared in this edition.
Added to that was the participation of two artists whose practice involved relations derived from food: Nega (Raquel Blaque) and Kadija de Paula. Nega, also invited to run the immersion’s kitchen, coordinates the project Creative Commes, based in the idea of Freeganism, in which the major items of consumption come from the xepa of our street fairs. She collects all food that would go to waist, with the intent to process and utilize it in the development of her dishes. Oriented by her, the group organized the collecting of food at the Aclimação neighborhood’s street market and the following processing of it, enabling every meal during the immersion period.
On the other hand artist and ‘digestor’ Kadija de Paula brought us her research on fermentation and self-organization. Her proposition was that the group would nourish a group of fungus and bacteria along our work days, bringing certain materiality to the idea of interval, through the observation of this organic matter’s growth. The idea of fermentation and waist brought by these two artists was conceptually and critically woven into to the encounters, especially in the development of the proposition offered by the invited artist Ricardo Basbaum.
From this immersive encounter, Basbaum proposed performing the series Conversas-Coletivas – a work that is being built through workshops and group dynamics in several occasions. It is a proposition of a joint work, created together in the sense of producing and organizing a collective speech desire derived from themes and issues shared in the period of coexistence, in which topics of urgency and trans-subjective politics are woven together.
The proposition aims horizontalization of the workgroup building through dialogue a collective speech derived from individual interests and individual collaborations. The final text, shaped as a script, unfolds itself as a collage, product of intense daily negotiation and an enriched exchange of knowledge, fulfilled within this twenty-day immersion. In the end, the script was recorded at a studio and read as a sound performance at Casa Tomada in the closing of the coexistence process, on December 17th, 2016.
The sheet music-text developed (only in Portuguese), also structures the final publication of the process, and may be the best way to translate the immersion. Inside its fragments - as well in its unfolding and hyperlinks translated by its expressions and words – is the intensity of daily exchanges and learning: lived, multiplied, fermented and grown in this interval.
2.2.3 Amazonas Immersion: Tupana and Igapó-Açu
This second immersion, a total of twenty days, was divided in two parts. The first one was held at Casa do Rio, located in the Rio Tupana community, where we were mostly focused on the sharing actions of the participants and on a few dialogs with Rio Tupana’s community, established along the course of the river. Throughout the second part, that lasted ten days, we moved to RDS Igapó-Açu, 270 kilometers from Manaus, amidst an approximately 170 people community that lives at the margins of the Highway, inside the Amazonian Forest.
Tupana
At Casa do Rio (a place without digital or telephonic communication) the relationship was intense amongst people and their long conversations, the forest, the sky and the river. Throughout daily coexistence, including the preparing of the meals, caring for the house and the reception and visit of people who live in the surroundings, each participant presented his or hers artistic proposal.
As our opening axis we chose Jorge Menna Barreto’s reflection on the idea of forest. The artist talked about the relationship and the imaginary built with and about the forest as something other than the urban, and how we could dedicate ourselves to revisiting that notion.
Starting from an epistemological research of the word forest, that has foris as root, we problematized the notion of that which would be fora – the Portuguese word for the term outside. The notion of outside thus related to that which is inside, between what is considered center and what would be periphery.
Some readings were done as a group, such as the text “The Polyglot Forest” (2015), by Bruce Albert, and the debate around the ideas of “Site and Non-site”, of North-American artist Robert Smithson. These authors and readings cultivated in the group, along in the presence of the forest itself, a systemic and interspecies approach, connected to complexity, helping us to rethink the remote in a constitutive sense, eliminating the possibilities of imagining an outside.
Taken by the forest, we performed chants without words, we built a stool for conversations that come from the eye into the sky, we planted agro-forest nests with the seeds of the food we ate during the time of our stay, we involved our bodies into temporary fabric-sculptures, we walked inside the forest until finding the ideal place for our next conversation, we faced our fears of the diversity of animals that could cross our path in the woods and in ourselves; we listened, learned about the contradictions, conflicts and beauties of inhabiting a forest; we inhabited that which before was outside, we learned how to make Teçume (the technique and way in which the local community woman call the act of weaving vegetable fibers into objects); in the attempt of reaching certain intensities usually blocked by the encounters within the city, we dove deep, alone and together, until we lost our breath.
Igapó-Açu
“aqui se eu tenho dinheiro, eu como... se não, como também” “here, if I have money, I get to eat. If I don’t, I eat as well” Ms. Sulamita, talking to Camila Melchior, February 2017.
In the quote above, as if in a forest pedagogy, Ms. Sulamita taught us about the possibility of not living in the city – because there, differently from the country, she would go hungry. Here, whilst the region is able to maintain a minimum level of preservation after the repaving of the Highway, it will still be possible to have her own plantation to sustain a subsistence economy – even if precariously because of many infrastructural issues. We walked in, asking for permission in Ms. Sulamita’s and a dozen other family’s land, land which is at the same time the beauty of the forest stories and the radical brashness of Brazilian peripheral issues.
In the second part of the program intervalo em curso, in a collaborative and dialogue dynamic with the community, we decided that our activities and group propositions would happen around and inside the Duque de Caxias rural school, already in place since the 1990’s. We began to reflect on the school as key for the irradiation of the agro-ecology issues, and on the environment plan being transposed to integrate the school curriculum; organization of struggles and necessary resistances; wakefulness and reconnection with the earth; strengthening of identities, knowledge and local leaderships and its interchanges with other places.
Together with the community (children, teenagers and adults), along ten days we: organized the library, created shelves, brought children closer to books again, discovered plants that heal, painted local trees with Mr. Antônio do Boto, pondered on the storage and maintenance of local memories and knowledge, fixed chairs, talked, listened, built boats repaired damaged floors, sang, performed, drew, cut, glue, within many other actions that created a kind of trance. All that while facing the simultaneousness of happenings and exchanges, while having the school as a center of expansion of the educational and social-environmental debate in Brazil today.
Occupation for housing in the former Cambridge Hotel, in São Paulo city center. Photo's Source: from the building, by Marcelo Brandt to G1; from the cloth, by the stylist Agus Comas
2.3 Intervalo-Escola at Paço Comunidade, at the Ocupação Hotel Cambrigde (Hotel Cambridge Occupation), São Paulo
Invited by the 5th edition of the Paço Comunidade Project (Community Paço Project), put in place by Paço das Artes in 2016, we were enabled to act alongside the Occupation for housing in the former Cambridge Hotel, in São Paulo city center.
This former hotel, placed in a central region of the city, closed its doors in 2004. After eight years of abandonment without any social use, in November 2012, MSTC – Central São Paulo Roofless Movement and FLM - Fighting Front for Housing occupied the building. Today, the building shelters 170 families.
Due to the building’s abandonment before it was occupied, the families had to take out tons of trash, besides renovating the 119 apartments for housing.
The Ocupação Hotel Cambridge is managed and maintained by its residents. Multiple initiatives are organized to guarantee the families’ access to dignified housing, education and culture. Today, there are multiple in-house activities such as: foreign languages for teenagers, an artistic residency, a bakery, a sewing workshop, a beauty parlor, a garden, a vintage shop, a dental office etc. In 2016, the occupation started to welcome many actions devoted to the culture and the arts, fields in which Paço das Artes and also Intervalo-Escola act.
Since 2013, Paço das Artes has been developing Paço Comunidade (Community Paço). Constructed by Priscila Arntes, Paço das Artes’ director and curator, the program was built aiming the enlargement of the institution’s actions in the community, initially tied to the surroundings of the University Campus, in the Jardim São Remo neighborhood, where it was located in between 1994 – 2016. Within this context, a series of actions were developed, addressing a dialogue channel with the residents in its surroundings through the arts field.
Facing the search for permanent headquarters since 2016, the program Paço Comunidade amplified its scope and started to act in the broader context of the city of São Paulo. And, last year, in a partnership with the Ocupação, it settled temporarily together with Intervalo-Escola inside the Sewing Workshop of the occupation, between the moths of September and December.
For the occasion, that had Cláudio Bueno as co-curator, also a part of Intervalo-Escola with Tainá Azeredo, we invited the artist, fashion designer and consultant Augustina Comas onboard. She was responsible for the workshops with the Ocupação’s sewing team, conducted through the concept of upcycling.
Upcycling is a transformation process of residue or disposable products into new materials, rising its value, form of use, or quality, to re-place it into circulation. Differently from undoing a product to produce a new one – as usually occurs in recycling of plastic materials – the working method of upcylcing re-utilizes structural qualities of something existing already. In the work with the sewing group of the Ocupação, as a sharing of the artist Augustina Comas’ practice, the projected consisted in the production of pieces that utilize leftovers of São Paulo’s textile industry.
Beyond the economical bias, towards the continued possibility of this practice by those who utilize the workshop, buying raw materials/leftovers of the industry at very low costs, the main goal was to build a creative space. An occasion capable of stimulating the daily “art of doing”, in this case of sewing, that up to here was only practiced repairing used pieces.
By displacing and opening breaks in the daily routines of the participants, this three-month activity aimed to think, create, turn and transform outfits – understanding an outfit as a shelter, as conditional architecture, as temporary housing of the body. Considering a body that appears in the world, that dresses itself, that places itself socially, the body as the house.
Finding thrown-out fabric or clothes intended for remodeling allowed us to imagine, within the context, the encounter with a building with no use, that we desire to inhabit. But, before anything happens it is necessary to transform it, awaken it in another way, turn it inside out, such as from hotel to popular housing.
Like many pedagogical projects relevant in the international scenery, we believe in listening as the elaboration form of a knowledge that goes through the body, accordingly avoiding saying something beforehand, that is known beforehand. Maybe like this it is possible to find a way to decolonize knowledge, and common understandings already structured and automatized in our speech and our ways of functioning in today’s world. That is how it occurred, in that occasion in the Ocupação, in an initial conversation with Danilo Martinelli, Leni Ferreira, Carmen Silva, when we were introduced to the Hotel’s sewing workshop, together with all those interested in participating in the workshops along the designer Agus Comas.
Encounters, coexisting, listening, strengthening groups and stories, thinking and experimenting school, possible and interdisciplinary ways of learning – those seem to be today, for us, one of the ways to exist and resist in 2017 Brazil, opposite so much violence and institutional, political, social and environmental regression. And, the experience of the sewing workshop, in its very own micro-scale, as a trigger of the longest and most intimate conversations, revealed itself as capable of experimenting different possibilities to dress and to exist.
3. Other activities of Intervalo-Escola
Intervalo-Escola has at Casa Tomada a small library, where it possible to access books discussing issues on education, specially within the arts, in Brazil and in the world today.
We are still working in a continued process of surveying and cataloguing international ways and spaces of learning that should become a publication in the near future.
At last, facing the unconformities we found in the art and schooling systems (schools, galleries, works, publics, etc.) we claim the words “art” and “school” in the dimensions in which the exchanges, the different ways of learning and social organization are encompassed, that which can only occur in intervals of time and space, lived and built together.
