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May 17, 2026
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May 24, 2026
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Abstract

This article analyses the role of art and art education as practices of poeticising existence capable of countering the logic of hate and violence in contexts marked by alienation, trauma and social disharmony. Drawing on the theoretical contribution of Michèle Petit, in dialogue with Gaston Bachelard's poetics of rêverie and Hartmut Rosa's sociology of resonance, the article interprets hate as an expression of a silent and discordant relationship with the world and with others. In this context, art is taken as a device of resonance, capable of reactivating speech, imagination and the ability to attribute meaning to experience. From a methodological point of view, the research adopts a theoretical-interpretative approach integrated with case studies, identifying and analysing artistic and educational practices operating as forms of prevention, cultural resistance and therapy. The cases discussed — from the pedagogical atelier, artivism and street art, to artistic practices of trauma processing in war contexts — show how art can transform wounded objects, places and materials into symbolic spaces of reconciliation and healing. Importance is given to the role of the artist and art educator as a passeur: a cultural mediator who does not transmit predefined contents but creates the conditions for a symbolic transition towards forms of subjectivation, emancipation and the construction of bonds. The article concludes by arguing that the poeticization of existence today represents a fundamental educational and cultural resource for imagining and practising a culture of peace.

Keywords

Poeticization of Existence Art Education Resonance Hate and Violence Contrast Culture of Peace

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How to Cite
Panciroli, C., & Rivoltella, P. C. (2026). Poeticising life. Art and art education as forms of resistance and elaboration of the logic of hate. Journal of E-Learning and Knowledge Society, 22(1). https://doi.org/10.20368/1971-8829/1136367

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