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A educação para a criatividade no ensino superior de música: o caso da formação de compositores
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Abstract(s)
No âmbito da educação para a criatividade e para o desenvolvimento autónomo, a
formação desenvolvida no ensino superior de música com vista à criação de uma
personalidade artística envolve um conjunto diferenciado de processos e procedimentos
situados entre diferentes mundos musicais: técnicos, estéticos, sociais e culturais.
Da mesma forma, combina a tradição e a inovação em que, partindo dos sujeitos
individuais e de sujeitos institucionais, se estabelece uma rede diferenciada e
complexa de interdependências colaborativas na procura e no desenvolvimento da
singularidade artística e de um trabalho simultaneamente autónomo e conectivo.
Partindo de um conjunto de entrevistas a professores de composição do ensino superior
de música que exercem simultaneamente a atividade criativa, este texto pretende
apresentar e discutir um conjunto de indicadores que potenciam o desenvolvimento
da autonomia pessoal e criativa, num quadro de interligações múltiplas.
Defende-se a ideia de que a construção da autonomia através da educação para a
criatividade se inscreve num contexto formativo complexo, multi-situado, multimodal
e multi-referencial e que, esta via, se afigura como um instrumento potenciador
do desenvolvimento de uma educação transformadora e emancipatória.
The training developed in education for creativity and for the autonomous development of an artistic personality in higher music education, involves a different set of processes and procedures located between different musical, technical, aesthetic, social and cultural worlds between tradition and innovation, which establishes a differentiated and complex network of collaborative interdependencies in the development of artistic uniqueness and a work simultaneously autonomous and connective Based on a series of interviews with teachers of composition of higher education in music, who having simultaneously creative activity, this text aims to present and discuss a set of indicators that enhance the development of personal and creative autonomy within a framework of multiple interconnections. It defends the idea that the construction of autonomy through education for creativity is part of a complex training context, multi-located, multi-modal and multi-referential. This complex training context appears as an enhancing tool for the development of a transformative and emancipatory education.
The training developed in education for creativity and for the autonomous development of an artistic personality in higher music education, involves a different set of processes and procedures located between different musical, technical, aesthetic, social and cultural worlds between tradition and innovation, which establishes a differentiated and complex network of collaborative interdependencies in the development of artistic uniqueness and a work simultaneously autonomous and connective Based on a series of interviews with teachers of composition of higher education in music, who having simultaneously creative activity, this text aims to present and discuss a set of indicators that enhance the development of personal and creative autonomy within a framework of multiple interconnections. It defends the idea that the construction of autonomy through education for creativity is part of a complex training context, multi-located, multi-modal and multi-referential. This complex training context appears as an enhancing tool for the development of a transformative and emancipatory education.
Description
Keywords
Educação para a criatividade Criatividade Autonomia Ensino superior de música Compusitores Multipolaridade Education for creativity Creativity Autonomy Higher music education Composers Multipolarity
Pedagogical Context
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal