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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
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal