Narrativas de investigação e formação em Educação Artística no Ensino Superior: escrita dialógica em devir
01 Jan 2020-Revista Educação, Artes e Inclusão (Universidade do Estado de Santa Catarina)-Vol. 16, Iss: 1, pp 08-33
TL;DR: In this article, an artigo propomos produzir and analisar narrativas sobre experiencias de escrita no ensino superior universitario, explorando and ampliando praticas de Escrita narrativa dialogica.
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.
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TL;DR: In this article, the authors 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.
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.
6 citations
Book Chapter•
01 Jan 2019
4 citations
TL;DR: 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) is described in this paper.
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.
1 citations
References
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01 Jan 1968
149 citations
"Narrativas de investigação e formaç..." refers background in this paper
...Foi essa pergunta que, no seu tempo Espinosa colocou e que Deleuze (1968) retomou, para que a pergunta ficasse suspensa entre nós, até hoje....
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TL;DR: Ruben A. Gaztambide-Fernandez as discussed by the authors uses a discursive approach to argue that mainstream arts in education scholarship and advocacy construes "the arts" as a definable naturalistic phenomenon that exists in the world and is available to be observed and measured.
Abstract: In this essay Ruben A. Gaztambide-Fernandez uses a discursive approach to argue that mainstream arts in education scholarship and advocacy construes “the arts” as a definable naturalistic phenomenon that exists in the world and is available to be observed and measured. In the course of his analysis, he examines how this construction is employed through what he calls the rhetoric of effects as part of the mainstream discourses used in arts in education research today. He describes how this positivistic rhetoric masks the complexity of those practices and processes associated with the arts, limiting the possibilities for productively employing such practices in education. In addition, he explores how discourses of the arts both arise out of and continually reify hierarchical conceptions of artistic practices in education and broader society. He concludes by proposing an alternative rhetoric of cultural production, arguing that moving toward this new way of understanding practices and processes of symbolic c...
130 citations
TL;DR: A/r/tography as discussed by the authors is a research methodology, a creative practice, and a performative pedagogy that lives in the rhizomatic practices of the in-between.
Abstract: This article explores moments of becoming a/r/tography. A/r/tography is a research methodology, a creative practice, and a performative pedagogy that lives in the rhizomatic practices of the in-between. Resisting the tendency for endless critique of past experience and bodies of knowledge, a/r/tography is concerned with the creative invention of concepts and mapping the intensities experienced in relational, rhizomatic, yet singular, events. Considering several recent research projects, this article explores what it means to be becoming a/r/tography. Rather than asking what an art education practice means, the question becomes what does this art education practice set in motion do? There can be no being a/r/tography without the processes of becoming a/r/tography.
126 citations
"Narrativas de investigação e formaç..." refers background in this paper
...A/r/tografia, mais especificamente, porque associamos num mesmo processo as dimensões da arte, da investigação e do ensino-formação (IRWIN, 2013)....
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01 Jan 2008
TL;DR: In this article, the genesis, tendencies and consequences of educational research coming from arts-based research (ABR) are explored, in order to be coherent with some of the issues emerging from this research approach.
Abstract: In this paper the genesis, tendencies and consequences to educational research coming from Arts Based Research (ABR) are explored. In order to be coherent with some of the issues emerging from this research approach different narrative strategies are used in the writing process of this article.
89 citations
"Narrativas de investigação e formaç..." refers background in this paper
...…as narrativas e as vivências das autoras que aí estão associadas cruza-se assim com as propostas da Arts Based-Research (ABR), em concreto com algumas tentativas de remeter textualmente à metodologia mais específica da a/r/tografia (HERNÁNDEZ, 2008) para a sua (re)criação num formato de artigo....
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01 Jan 1987
89 citations