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This article seeks to make a brief contribution to the COVID-19 pandemic issue, regarding the students’ awareness of the disease and its forms of transmission. The main objective, through the comic book La Dansarina, is to promote a better understanding of the pandemic, by means of the comparison with the Spanish Flu. Thus, it is expected to make students accept the decisions of the health agencies and carry out such teachings. The methodology used in the study was bibliographic. As a main result, it was verified that a comparison between the two pandemics — through an artistic work — can motivate and arouse students’ due to their ludic bias. As conclusions, we can highlight that information can be the greatest weapon in the fight against a disease that spreads through social life and a well-told story can be more useful than news’ numbers. [ABSTRACT FROM AUTHOR]

This text is the sharing of an intervention research with expanded cinema workshops and comic books in a private school in the city of Itatiba. The intervention research was carried out by the school's researcher / teacher, according to the methodology of cartographic research in school institutions. The objective was to invite a commoner capable of inventing a creative community and to establish a commoner of dissent in the school, to embarrass the sharing of the sensitive and to give other political places to human beings and inhumane beings. Inviting means promoting and taking advantage of the human and non-human encounters that the collective enunciation assemblages and desire machinic assemblages. The expanded cinema workshops compose with the comics a production of border poetics. Art at school creates the risk of a community of multiplicities and pluralities when the common identity becomes inoperative and allows or another common open to new uses and meanings of the classroom, free time, school activities and art itself, also, of caesura’s, interdictions, and limits. The cartographic method avoids dualisms between theory and practice, objectivity, and subjectivity and subject and object. The text presentation sought to aggregate concepts, experience reports and data production and analysis. In the second part of the text, we intertwine the concern with the invention of a critical approach to artistic works produced at school with the need for an oblique and transversal narrative policy of border poetics and with a narrative disassembly procedure that allows to stoke what insists / resists as a force of creation. [ABSTRACT FROM AUTHOR]