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Abstract(s)
Às diferentes transformações sociais, culturais e identitárias no contexto da sociedade portuguesa
contemporânea nem sempre as políticas escolares têm conseguido encontrar respostas que
contribuam para um relacionamento substantivo das crianças e dos jovens com os saberes e
conhecimentos. A segmentação, a externalidade e a escolarização dos saberes e conhecimentos
assim como o seu desfasamento em relação às expectativas e saberes experienciais de que os
estudantes são portadores são elementos que dificultam a construção de outros sentidos e de
pertenças.
Por outro lado, as artes são objecto de grande fascínio nas culturas da juventude. Para além do
fascínio, as artes em geral e as artes performativas em particular, apelando, por um lado, a diferentes
tipos de técnicas, criatividades, mundos e emocionalidades e, por outro, ao aliarem e trabalharem
com dimensões algumas delas aparentemente paradoxais, como por exemplo, ordem e desordem,
cognitivo e emocional, avaliar e ser avaliado, rigor e disciplina, conhecido e desconhecido, afiguram se como elementos estratégicos possibilitadores de reconfigurações identitárias que incrementem
as relações com os saberes e os desempenhos de natureza académica.
Neste contexto, esta reflexão de natureza teórica procura responder à questão: de que modos é que
as artes performativas podem potenciar um trabalho de inclusão social e cultural incrementando
a motivação e o envolvimento com diferentes áreas de saber e com a escola? E vou procurar
responder a esta questão através de três conjuntos de ideias: “as artes performativas como um
território ambíguo e paradoxal”; “as artes performativas na confluência e na convivialidade entre
diferentes mundos” e “a centralidade das artes performativas assenta na criação do que não se
conhece, do que não existe”.
The different social, cultural and identity transformations in the context of contemporary Portuguese society school policies have not always been able to find answers to contribute to a substantive relationship of children and young people with knowledge and expertise. Segmentation, externality and the schooling of knowledge and expertise as well as its lag in relation to expectations and experiential knowledge that students are carriers are elements that difficult the construction of other senses and belongings. On the other hand, the arts are one subject of great fascination in youth cultures. Besides the fascination, the arts in general and the performing arts in particular, calling, on the one hand, the different types of techniques, creativity, worlds and emotionality and, secondly, to ally themselves and work with dimensions some of them seemingly paradoxical, as for example, order and disorder, cognitive and emotional, evaluate and be evaluated, rigor and discipline, known and unknown, it appears as enablers strategic elements of identity reconfigurations that increase relations with the knowledge and performance of an academic nature. In this context, this paper, starting from the theoretical and empirical material analysis, seeks to answer the question: in what ways is that the performing arts can enhance a social and cultural inclusion work increasing the motivation and involvement with different areas to knowledge and the school? And I will try to answer this question through three sets of ideas: “the performing arts is as an ambiguous and paradoxical territory”; “the performing arts are at the confluence and conviviality between different worlds” and “the centrality of performing arts based on the creation of what is not known.”
The different social, cultural and identity transformations in the context of contemporary Portuguese society school policies have not always been able to find answers to contribute to a substantive relationship of children and young people with knowledge and expertise. Segmentation, externality and the schooling of knowledge and expertise as well as its lag in relation to expectations and experiential knowledge that students are carriers are elements that difficult the construction of other senses and belongings. On the other hand, the arts are one subject of great fascination in youth cultures. Besides the fascination, the arts in general and the performing arts in particular, calling, on the one hand, the different types of techniques, creativity, worlds and emotionality and, secondly, to ally themselves and work with dimensions some of them seemingly paradoxical, as for example, order and disorder, cognitive and emotional, evaluate and be evaluated, rigor and discipline, known and unknown, it appears as enablers strategic elements of identity reconfigurations that increase relations with the knowledge and performance of an academic nature. In this context, this paper, starting from the theoretical and empirical material analysis, seeks to answer the question: in what ways is that the performing arts can enhance a social and cultural inclusion work increasing the motivation and involvement with different areas to knowledge and the school? And I will try to answer this question through three sets of ideas: “the performing arts is as an ambiguous and paradoxical territory”; “the performing arts are at the confluence and conviviality between different worlds” and “the centrality of performing arts based on the creation of what is not known.”
Description
Keywords
Artes performativas Criatividade Inclusão Envolvimento Educação artística Performing arts Creativity Inclusion Engagement Artistic education
Citation
Vasconcelos, A. A. (2016). As artes performativas e a motivação dos estudantes para os desempenhos académicos: Perspetivas teóricas e práticas. In F. H. Veiga, A. Pereira, C. Carvalho, F. Goulão, F. Marinha, I. Oliveira, L. Faria, M. C. Taveira, S. Bahia, A. S. Raposo, & S. N. Caldeira (Eds.), Atas do II congresso internacional envolvimento dos alunos na escola: Perspetivas da psicologia e educação: Motivação para o desempenho académico (pp. 475-487). Instituto de Educação da Universidade de Lisboa.
Publisher
Instituto de Educação da Universidade de Lisboa