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Educação e práticas artísticas: narrativas da periferia
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| 1.74 MB | Adobe PDF |
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Abstract(s)
Reconhecer o contributo da Educação para a concretização de práticas artísticas em territórios periféricos permite uma compreensão de dinâmicas educativas, sociais, culturais e territoriais que moldam a criação artística. A relação entre Educação ao Longo da Vida, Práticas Artísticas e Periferia toma lugar numa investigação sobre cinco artistas do Vale da Amoreira. As suas trajetórias evidenciam percursos formativos caracterizado por permeabilidade e hibridismo, entre contextos formais, não formais e informais, num processo contínuo, situado e relacional. Metodologicamente, o método biográfico permitiu aceder aos sentidos atribuídos às práticas artísticas e aos processos de aprendizagem. A análise das narrativas biográficas revelou que as aprendizagens se concretizaram, maioritariamente, fora da escola, através da participação em projetos de intervenção comunitária, da autoaprendizagem, da experimentação e de processos de socialização, reforçando a importância de legitimar epistemologias não hegemónicas, enraizadas em vivências territoriais. Apesar dos constrangimentos socioeconómicos e da exclusão territorial, estes artistas ressignificam as suas experiências como forma de resistência e criatividade. As narrativas permitiram ultrapassar o enquadramento teórico inicial, exigindo a incorporação de novas abordagens para uma leitura mais situada das suas experiências. A investigação afirma o papel do território como produtor de conhecimento e da periferia como espaço de criação simbólica, cidadania cultural e imaginação urbana. Os artistas, ao ocuparem o espaço público, afirmam-se como agentes de transformação e emancipação coletiva. Afirma-se a Educação e as práticas artísticas como processos de transformação pessoal e coletiva, e o ato de escutar como gesto político essencial à promoção de justiça social e à valorização de saberes marginalizados.
Recognizing the role of education in enabling artistic practices within peripheral territories allows for a deeper understanding of the educational, social, cultural, and territorial dynamics that shape artistic creation. The intersection of Lifelong Learning, Artistic Practices, and the Periphery is explored through a study of five artists from Vale da Amoreira. Their trajectories reveal formative pathways marked by permeability and hybridity across formal, non-formal, and informal contexts, in a process that is continuous, situated, and relational. Methodologically, the biographical approach provided access to the meanings attributed to artistic practices and learning processes.The analysis of these life narratives revealed that most learning occurred outside formal educational settings, through participation in community-based initiatives, self-directed learning, experimentation, and processes of socialization, highlighting the need to recognize and legitimize non-hegemonic epistemologies rooted in territorial experiences. Despite facing socioeconomic challenges and territorial exclusion, these artists reframe their experiences as sources of resistance and creativity. Their narratives pushed the research beyond its original theoretical framework, demanding the incorporation of new perspectives for a more contextually grounded interpretation. This investigation affirms the role of territory as a producer of knowledge, and of the periphery as a site of symbolic creation, cultural citizenship, and urban imagination. By occupying public spaces, the artists assert themselves as agents of transformation and collective emancipation. Education and artistic practice are thus affirmed as powerful processes of both personal and collective transformation, with listening understood as a political act, crucial to advancing social justice and valuing marginalized knowledge.
Recognizing the role of education in enabling artistic practices within peripheral territories allows for a deeper understanding of the educational, social, cultural, and territorial dynamics that shape artistic creation. The intersection of Lifelong Learning, Artistic Practices, and the Periphery is explored through a study of five artists from Vale da Amoreira. Their trajectories reveal formative pathways marked by permeability and hybridity across formal, non-formal, and informal contexts, in a process that is continuous, situated, and relational. Methodologically, the biographical approach provided access to the meanings attributed to artistic practices and learning processes.The analysis of these life narratives revealed that most learning occurred outside formal educational settings, through participation in community-based initiatives, self-directed learning, experimentation, and processes of socialization, highlighting the need to recognize and legitimize non-hegemonic epistemologies rooted in territorial experiences. Despite facing socioeconomic challenges and territorial exclusion, these artists reframe their experiences as sources of resistance and creativity. Their narratives pushed the research beyond its original theoretical framework, demanding the incorporation of new perspectives for a more contextually grounded interpretation. This investigation affirms the role of territory as a producer of knowledge, and of the periphery as a site of symbolic creation, cultural citizenship, and urban imagination. By occupying public spaces, the artists assert themselves as agents of transformation and collective emancipation. Education and artistic practice are thus affirmed as powerful processes of both personal and collective transformation, with listening understood as a political act, crucial to advancing social justice and valuing marginalized knowledge.
Description
Keywords
Educação ao longo da vida Práticas artísticas Periferia Narrativas biográficas Lifelong education Artistic practices Periphery Biographical narratives