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Journal ArticleDOI

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.
Citations
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Journal ArticleDOI
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

Journal ArticleDOI
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 2007
TL;DR: As narracoes centradas na formacao ao longo da vida revelam formas e sentidos multiplos de existencialidade singular-plural, criativa e inventiva do pensar, do agir e do viver junto.
Abstract: As narracoes centradas na formacao ao longo da vida revelam formas e sentidos multiplos de existencialidade singular-plural, criativa e inventiva do pensar, do agir e do viver junto. Um trabalho transformador de si, ligado a narracao das historias de vida e a partir delas, torna-se indispensavel a uma Educacao Continuada digna desse nome. Descritores – Formacao e transformacao; existencialidade; narracao de historias de vida; construcao da identidade (identidade evolutiva); invencao de si.

63 citations


"Narrativas de investigação e formaç..." refers background in this paper

  • ...Invocamos a teorização de JOSSO (2007) sobre as identidades existenciais, dimensões articuladas ao sensível e que decorrem do seu trabalho com histórias de vida, todas elas presentes na tecedura deste texto e na história coletiva da qual as quatro autoras deste artigo fazem parte: as dimensões do…...

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BookDOI
01 Jan 2006
TL;DR: In this paper, Bresler and Hennessy presented a case study of reflective arts practices in a fifth grade composition-based music class, focusing on the development and use of a reflective tool.
Abstract: Acknowledgements,- Foreword by Liora Bresler,- The authors,- Editors' Preface,- Section 1: Perspectives: 1:Understanding reflective arts practices: Issues, trends and possibilities: Burnard (UK/Australia) ,- 2. More than meets the eye: Adolescents and cultures of reflection- Kushner (UK),- 3.Reflective Creativity: Reforming the arts curriculum for the information age- Hilton (UK),- 4.Teaching arts as a reflective practice -Hentschke and Del Ben (Brazil),- 5.Reflecting on teaching performing arts to Muslims-Harris (UK),- 6.Challenges for artists and teachers working in partnership-Upitis (Canada),- Section 2: Tools of reflection: 7.Game for reflection? Reflections on the development and use of a reflective tool -Peel (Visual Arts- UK),- 8.Reflection and evaluation: Tools for learning by arts practitioners -Glover & Hoskyns (Music - UK),- 9.Using learning journals in teacher education in the Arts-Rolfe (Dance - UK),- 10.Changing practice through reflective use of digital technologies in the Arts -Cheung & Kung (Hong Kong, China),- 11.Tools for developing reflective thinking skills-Kerchner (USA),- Section 3: Case studies: Reflections in and on action: 12.Insights into reflective practice: Reengagement through peer teaching Drama -Morrison et all (Australia/UK),- 13. Cross and intercultural engagement: A case study in self reflection and finding meaning -Joseph (Australia),- 14. Reflective practice through the lens of a fifth grade composition-based music class-Younker (USA),- 15.Fair Exchange: Shared professional development-Ledgard (UK),- 16. Enabling reflective practice in arts education (culminating discussion on 'how' and reiteration of 'why')- Hennessy (UK),- References,- Name Index,- Subject Index

53 citations

Journal ArticleDOI
TL;DR: In this article, a discussion of a contemporary art project called Rogue Game is presented, where subjective spaces collide and reform are explored in the context of pedagogy, where clear ontological differentiations are made between learner, teacher and knowledge, and a series of material entanglements through which what we call teachers and learners emerge.
Abstract: This article deals with two modes of pedagogical existence. The first is driven by a desire for specific preordained pedagogised subjects that will meet the needs of economic competition and which is held in place by controlled curriculums, assessment and inspection programmes. Such existence follows planned routes determining educational success or failure. The second advocates a more uncertain pedagogical adventure characterised by novel modes of subjective engagement that emphasise a subject-yet-to-come and where the notion of the not-known is immanent to such adventures. The tension between these two modes of existence is illustrated through a discussion of a contemporary art project entitled Rogue Game in which subjective spaces collide and reform. The aim of the article is to try to think beyond dominant conceptions of pedagogy as illustrated by the first mode where clear ontological differentiations are made between learner, teacher and knowledge, and to consider pedagogic work as an on-going process of intra-relating, a series of material entanglements through which what we call teachers and learners emerge.

34 citations


"Narrativas de investigação e formaç..." refers background in this paper

  • ...…numa cápsula extraordinária onde o que é temporal acalma e apenas os corpos, a palavra e a escrita se intrarelacionam em direção ao desconhecido (ATKINSON, 2015) que nos vai despenteando, umas vezes retirando lascas para se tornar mais leve e outras acrescentando seiva que adensa trajetórias e…...

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  • ...…silencioso e em simultâneo musical tempo onde permanecemos com os amigos, reais e literários, que nos acompanham e nos desafiam nesta caminhada rumo ao incerto, onde nos debatemos com a luz e as sombras que nos acercam neste processo de encanto e rotura que é a aprendizagem (ATKINSON, 2015)....

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Journal ArticleDOI
TL;DR: In this article, the authors present the experience from a project centered on written narratives made by teachers on their education process about the affective-sexual diversity and homophobia in everyday school life, highlighting the way we have been using them to construct research networks and for-mation practices by systematizing questions about the comprehen-sive-interpretative analysis of the narratives, taking as reference theoretical-methodological questions in the field of (auto) biogra-phical research.
Abstract: This work offers reflections on the (auto)biographical research and formation narratives in the educational field, highlighting the way we have been using them to construct research networks and for - mation practices by systematizing questions about the comprehen - sive-interpretative analysis of the narratives, taking as reference theoretical-methodological questions in the field of (auto) biogra - phical research. The text is developed from two central ideas which on one hand aims to dialogue about the (auto)biographical research domains configuration in the Brazilian contemporary context and, on the other hand, presents questions on sense policies and nar - ratives interpretation in the field of (auto)biographical studies. We seek to present the experience from a project centered on written narratives made by teachers on their education process about the affective-sexual diversity and homophobia in everyday school life.

22 citations