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Composições interdiscursivas com as linguagens pedagógica e artística
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Advisor(s)
Abstract(s)
Esta comunicação apresenta conclusões e implicações do projeto de investigação Teorizar espaços
entre arte e educação, que teve como objeto de estudo o 10x10 – Dez Artistas para Dez Professores,
um programa de formação contínua de professores da Fundação Calouste Gulbenkian. Este funda-se
no trabalho colaborativo entre artistas e professores com vista à construção e implementação de
estratégias pedagógicas no contexto de aulas do 10º ano de escolaridade, desenvolvido em escolas
secundárias públicas de Lisboa, Amadora, Guimarães e Porto, entre 2012/2013 e 2014/15.
A investigação desenvolvida explora a potência das experiências pedagógicas vividas, ambicionando
a construção indutiva de conhecimento pedagógico na interseção com conhecimentos e práticas
artísticas e disciplinares/curriculares.
A abordagem metodológica privilegiou uma relação dinâmica entre as dimensões teóricas e
empíricas, articulando revisão de literatura e dados empíricos - documentos produzidos pela equipa e
pelos participantes das 3 edições do 10x10; registos de observação participante das reuniões de
trabalho da equipa FCG com os artistas e professores participantes, observação não participante das
aulas públicas do 10x10, e questionários aos professores. Destacamos nas conclusões um conjunto
de ideias que se articulam em torno de dois eixos principais: a intencionalidade pedagógica — “sobre
e para” os processos pedagógicos, mais do que para os seus resultados “visíveis”, a interrupção dos
automatismos e da standardização; e a emergência da dimensão criativa e artesã da pedagogia —
pela interdiscursividade e intersecção de saberes e fazeres pedagógicos e artísticos.
This paper presents findings and implications of the research project Theorizing spaces between art and education, which had as the object of study 10x10 - Ten Artists for Ten Teachers, a continuous training program for teachers of Fundação Calouste Gulbenkian. This is based on the collaborative work between artists and teachers for the construction and implementation of teaching strategies in class context of the 10th grade, developed in public secondary schools of Lisbon, Amadora, Guimarães and Porto, between 2012/2013 and 2014/15. The developed research explores the potentiality of lived educational experience, aiming the inductive construction of pedagogical knowledge at the intersection with artistic and disciplinary / curriculum knowledge and practices. The methodological approach favored a dynamic relationship between the theoretical and empirical dimensions, linking literature review and empirical data - documents produced by the team and by the participants of the 3 editions of 10x10; participant observation records of the FCG team meetings with the artists and participating teachers, non-participant observation of public classes of 10x10, and questionnaires to teachers. In the conclusions, we underline a set of ideas that are articulated around two main axes: the pedagogical intentionality - "on" pedagogical processes, rather than for its "visible" results, the interruption of automation and standardization; and the emergence of the creative dimension of pedagogy, of the pedagogical craftwork - the interdiscursivity and intersection of teaching and artistic knowledge and practices.
This paper presents findings and implications of the research project Theorizing spaces between art and education, which had as the object of study 10x10 - Ten Artists for Ten Teachers, a continuous training program for teachers of Fundação Calouste Gulbenkian. This is based on the collaborative work between artists and teachers for the construction and implementation of teaching strategies in class context of the 10th grade, developed in public secondary schools of Lisbon, Amadora, Guimarães and Porto, between 2012/2013 and 2014/15. The developed research explores the potentiality of lived educational experience, aiming the inductive construction of pedagogical knowledge at the intersection with artistic and disciplinary / curriculum knowledge and practices. The methodological approach favored a dynamic relationship between the theoretical and empirical dimensions, linking literature review and empirical data - documents produced by the team and by the participants of the 3 editions of 10x10; participant observation records of the FCG team meetings with the artists and participating teachers, non-participant observation of public classes of 10x10, and questionnaires to teachers. In the conclusions, we underline a set of ideas that are articulated around two main axes: the pedagogical intentionality - "on" pedagogical processes, rather than for its "visible" results, the interruption of automation and standardization; and the emergence of the creative dimension of pedagogy, of the pedagogical craftwork - the interdiscursivity and intersection of teaching and artistic knowledge and practices.
Description
Keywords
Formação de professores Práticas artísticas Práticas pedagógicas Interdiscursividade Interdisciplinaridade Teachers' training Artistic practices Pedagogical practices Interdiscursitiy Interdisciplinarity
Citation
Publisher
Escola Superior de Educação de Viseu