Between art and resistance: counter-conducts and lines of flight in colombian education

Abstract

The article discusses art as a form of counter-conduct, resistance, and the creation of lines of flight in education, drawing inspiration from Foucault, Deleuze, Guattari, and Nietzsche. Rather than viewing pedagogical practices as standardized and repeatable tools, the authors propose actions that function as “bombs”: devices capable of breaking hegemonic logics, provoking shifts, and amplifying the agency of individuals. Education is conceived as an aesthetic and affective experience, open to the unpredictable and to transformation. The research analyzes three initiatives developed in rural schools in Colombia. The Corazón Bordador Pedagogical Project uses embroidery as an aesthetic and community practice to recover memories and strengthen bonds. Jardines de Resistencia brings together art, nature, and traditional knowledge through the creation of gardens as living installations, engaging students in ethnobotanical and collaborative processes. Meanwhile, the Proyecto Orika values Afro-descendant cultural memory, integrating body, territory, and maritime culture as the foundations of an autonomous and identity-based education. Methodologically, the study adopts a post-structuralist qualitative approach and also employs Participatory Action Research, understanding research as a flexible and meaning-making practice. The experiences analyzed reveal that art can open fissures in everyday school life and generate alternative ways of existing amid contemporary malaise, functioning as an inventive force.