Ana Serra Rocha

Bio: Ana Serra Rocha is an academic researcher from University of Lisbon. The author has an hindex of 1, co-authored 2 publications receiving 3 citations.

Narrativas entrelaçadas no ensino superior - Como nos constituímos enquanto comunidade e produzimos colaborativamente conhecimento emancipatório sobre investigação baseada em artes?

Abstract: This article sets up a collaborative narrative of three elements from the Group Study on Participatory and Artistic Processes in Research and Education (GEPPAIE), composed of researchers in academic and professional development (professors, doctoral and master's students in Education areas). It begins with a question: how have we experienced, as a higher education study group, our meeting spaces for the production of emancipatory knowledge about research, especially about arts-based research? This question unfolds into others and drives us to what has already been produced collectively, but also boosts the new writings and reflections in this text. It is also part of Ana Serra Rocha's PhD, focused on the problematization of The book’s experience as a place of epistemological reflection in artistic education, aiming at a broader reflection in the field of artistic education and in doctoral studies. It speculates on the participatory processes of collaborative creation and on some issues that have been debated at GEPPAIE, namely of a relational and methodological nature, with a view to (des/re)construction of knowledge and its forms of written and visual representation.

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.

Cardography as a research method through writing and drawing in higher education workshops

Abstract: This article is supported by the author’s experience through a methodology created during her Ph.D. thesis ‘The experience of book’s place at the university’, also during COVID-19 restrictions. The student transformed public presentations into collaborative research workshops, where new interrelations and concepts occurred rooted in arts-based research methodologies, exploring art and education, in its scope. Cardography is an invented designation based on a/r/tography, as a creative living research methodology that uses cards as a device for a visual inquiry, considering that each book’s page is a card to be written or drawn (digital or paper), documenting the dialogic process during each research workshop. The research result contemplates an artistic object, which is displayed afterwards in university and art exhibitions. The reader is invited to follow a fil rouge alignment, inspired by a book structure, reflecting upon concepts and research methods not yet implemented at the art education doctoral course. © 2021 Intellect Ltd

Processos colaborativos em comunidades de aprendizagem e investigação

Abstract: El artículo se centra en comprender el desarrollo de las comunidades de aprendizaje, reflexionando sobre los procesos colaborativos en dos grupos de investigación. Corresponde a un relato de experiencia, cruzando los ojos de los dos autores durante un doctorado, realizado por el primero y supervisado por el segundo. Se evidencian acciones de aceptación, pertenencia y compartir, pero también conflictos derivados de las diferencias culturales entre individuos y grupos. En co-construcción de este artículo, que implicó la confrontación y complementariedad de testimonios narrativos de una misma y diferente situación, se asume un proceso intersubjetivo y dialógico en la construcción del conocimiento.

Margins of learning spaces by bookmaking at university curricular units

Abstract: This article intends to unpack how art education motivates students for a creative educational practice in immersive learning, following the author’s research using books to explore The Book Experience as a Place of Epistemological Reflection in Art Education. Questions as to how book making can be understood as a tool for teaching and learning, as a mediator and as a collaborative piece of producing knowledge, were raised during the process of making collective books, along with reflection on author’s articles. Feedbacks reveal a firm evidence of learning through studio practice based pedagogies as spaces of learning.