Ana Luísa Paz

Bio: Ana Luísa Paz is an academic researcher from University of Lisbon. The author has contributed to research in topics: Humanities & Music education. The author has an hindex of 3, co-authored 18 publications receiving 33 citations.

Can genius be taught? Debates in Portuguese music education (1868–1930):

Abstract: This paper examines how the idea of musical genius, a mythical notion used as a device for musical practices, facilitates a split between the genius of an innate learner and that of an apprentice, ...

Genealogy as History: From Pupil to Artist as the Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal

Abstract: This chapter identifies the cultural debates, institutional solutions, and practices in the context of arts education and training in Portugal after the end of the eighteenth century. The ways in which the school shaped and mobilized itself to supply the arts student with the cognitive tools and instrumental techniques that would enable him to produce artifacts contrasts to regular education, in which the student traditionally plays the role of a translator of stabilized scientific truths. The text identifies and discusses the meanings of various historical mutations involved in a complex social operation that we still recognize: the transformation of pupil into artist.

Arts education and writing as research and pedagogic practice: Critical perspectives in higher education or how we became the teachers yet to come

Abstract: Based on the educative proposal of Dennis Atkinson, this article discusses the written practices of two teachers who lecture for a Ph.D. in art education. The goal is to analyse the process of conceptual appropriation and curricular development over four consecutive years of this experience, in relation to both the pair of teachers and the students. Using a hybrid methodology, which combines autoethnography, self-study and the narratives of the teachers and the students, writing emerges as the main focus of the research, as it is an essential work instrument of the classroom, of the teachers’ personal reflection, and at the same time a spring that provides sources and means for its own analysis. It is through writing that one explores the appropriation of concepts as diverse as pedagogy of the event, real learning, intra-relation and intra-action, which leads to the process in which the teachers end up becoming the teachers yet to come.

Narrativas de investigação e formação em Educação Artística no Ensino Superior: escrita dialógica em devir

Abstract: Neste artigo propomos produzir e analisar narrativas sobre experiencias de escrita no ensino superior universitario, explorando e ampliando praticas de escrita narrativa dialogica. Realizada a oito maos, a narrativa que se constroi e, subsequentemente, se procura analisar e submetida a uma reflexao continua, polivalente, que exprime uma procura metodologica de exploracao e ampliacao das possibilidades da escrita formativa em educacao artistica. Por escrita dialogica, pretende-se frisar as potencialidades da construcao de um texto que seja poliedrica, nao hierarquizada, mas suficientemente fragmentada e entrecruzada para poder ser o reflexo de cada uma das autoras. Assume-se a narrativa como forma de pesquisa enquanto se escreve, uma escrita em devir e em dialogo pela qual se vai transformando a compreensao dos processos em analise e recriando os proprios processos de analise. Para alem de uma reflexao teorica sobre a escrita e sobre as narrativas como processos de formacao e investigacao e de uma breve contextualizacao e apresentacao metodologica, o artigo organiza as narrativas por temas, numa sucessao dialogica de textos de autoria individual, onde se mesclam discursos em prosa e poesia, comentados dialeticamente em textos conjuntos e posteriormente interpretadas do ponto de vista da formacao e da investigacao.

The paradoxes of practical research: The good intentions of inclusion that exclude and abject:

Abstract: There is an alluring, daunting, and haunting desire for practical knowledge in the contemporary social and education sciences about school change. This desire is not new: it haunts the turn of 20th...

The Possessor and the Possessed: Handel, Mozart, Beethoven, and the Idea of Musical Genius

Abstract: Revellibre-LCpaux. The revisionist case in favor of the point on freedom and political democracy argued by such scholars as Isser Woloch (1970). Martyn Lyons (1975), Denis Woronoff (English trans. 1986), and James Livesey (2001) is not overturned in my mind hy Martin’s argument. There can be no dispute whatsoever, on the other hand, that Napoleon, a thoroughgoing autocrat and the first modem dictator, categorically rejected any and all notions of human freedom, real or potential, and that is clearly seen in Martin’s analysis of the Napoleonic Civil Code, which, in my mind, is the most useful and valuable part of thc book. In conclusion, this is definitely not a book for a neophyte, but rather for the serious and advanced student who is widely and deeply read in the literature of the Enlightenment. the revolution, and Napoleon. Even though I disagrce with some of Martin’s points and interpretations. I strongly recommend his book for specialists and advanced scholars of the period.

Social Epistemology, the Reason of “Reason” and the Curriculum Studies

Abstract: Not-with-standing the current topoi of the Knowledge Society, a particular “fact” of modernity is that power is exercised less through brute force and more through systems of reason that order and classify what is known and acted on. This article explored the system of reason that orders and classifies what is talked about, thought and act on in schooling. The study of the system of reason in schooling is framed as social epistemology to consider the historically ordered, relational and socially embeddedness of knowledge as the political. This entails exploring the “reason” of science and schooling as to change social conditions that changes people. Further the school subjects of mathematics and music education are explored as an alchemy, the use of translation tools that remake disciplinary knowledge into the school curriculum. The alchemy of the curriculum is paradoxical. It embodies cultural theses about kinds of people that inscribe differences and divisions in the name of inclusion and equity.