O texto apresenta uma analise geral do trabalho realizado pelo Grupo de Pesquisa Arte na Pedagogi... more O texto apresenta uma analise geral do trabalho realizado pelo Grupo de Pesquisa Arte na Pedagogia (Gpap) desde julho de 2012. Inicialmente, fazem-se reflexoes sobre a formacao do pedagogo. Em seguida, ha uma descricao da construcao da pesquisa a partir dos recortes feitos em um cenario extremamente amplo, constituido de 99 instituicoes de ensino superior (IES) publicas municipais, estaduais ou federais no territorio nacional, e analisam-se os cursos de Pedagogia das IES pesquisadas e o componente curricular de Arte. Desse universo, foram validados 56 formularios que contemplavam todas as informacoes tomadas como relevantes para que pudessemos compreender e analisar a presenca da Arte nos cursos de Pedagogia. Na segunda secao do texto, apresenta-se uma reflexao em torno da Arte no curso de Pedagogia entre o ensino de um saber especifico ou de uma dimensao estetica para a formacao de novos docentes. Essa analise faz parte de um trabalho de maior abrangencia sobre a arte na formacao d...
Resumo O artigo propoe refletir sobre a mediacao cultural e a producao artistica na escola. Para ... more Resumo O artigo propoe refletir sobre a mediacao cultural e a producao artistica na escola. Para isso, analisa uma das proposicoes do Coloquio Arte em Trânsito 2017 intitulada Criancas, artistas, mediadoras: quem aprende com quem?. O evento ocorreu no Colegio de Aplicacao Joao XXIII na Universidade Federal de Juiz de Fora, no estado de Minas Gerais. A acao proposta foi uma visita mediada pela exposicao com os licenciandos de Pedagogia da UFJF tendo as criancas-artistas como mediadoras dos trabalhos. O artigo inicia contextualizando a acao proposta, aponta questoes que surgiram a partir da experiencia e tece dialogos com vasta producao teorica sobre mediacao cultural na busca de uma analise critica que possibilita ampliar conexoes e reflexoes sobre os territorios da mediacao cultural e das experiencias artisticas promovidas pela escola. Palav Transit and art mediations in school: who tells the unlosable? Abstract The article proposes to reflect on cultural mediation and artistic prod...
O que podemos ensinar/aprender sobre educação com a fotografia? Este foi o ponto de partida para ... more O que podemos ensinar/aprender sobre educação com a fotografia? Este foi o ponto de partida para investigar como as imagens fotográficas tornam visíveis os problemas relacionados ao ensino e à aprendizagem. As experiências de ser formadora de futuros professores no curso de Pedagogia e Licenciatura em Artes Visuais na Universidade Federal de Juiz de Fora (Minas Gerais) e as adquiridas no Mestrado em Artes Visuais e Educação: Um Enfoque Construtivista na Universidade de Granada (Espanha) serviram como ponto de partida para a investigação de diferentes aspectos da docência através das imagens. Nesse âmbito, a s fotografias produzidas pela autora, entre 2013 e 2016 – principais m ateriais do estudo – apontam pensamentos, inquietações e desassossegos que ocorreram durante as aulas e a pesquisa de campo. Assim, o presente estudo está fundamentado principalmente pelas Metodologias Artísticas de Pesquisa em Educação, propostas por Ricardo Marin Viadel e Joaquín Roldán (2012) que têm na fot...
Este texto apresenta reflexões sobre educação, docência e arte, bem como expectativas sobre o iní... more Este texto apresenta reflexões sobre educação, docência e arte, bem como expectativas sobre o início e término de um percurso possível para a disciplina Fundamentos Teórico Metodológicos em Arte I no curso de Pedagogia, considerando os desafios e as responsabilidades compartilhadas entre professora e estudantes, futuros professores.
This article discusses forms of arts‐based mediation in museums that use creation as the primary ... more This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013.
O Arte, uma palavra carregada de significações, dentro e fora da escola. Este artigo tece conside... more O Arte, uma palavra carregada de significações, dentro e fora da escola. Este artigo tece considerações sobre os Direitos de Aprendizagem em Arte para o Ciclo de Alfabetização (1º, 2º e 3º anos) do Ensino Fundamental. Trata-se de assumir outra forma de conceber a educação, a escola, o professor, a infância e a arte na escola, apontando o protagonismo das ações infantis e a perspectiva de atribuição de significados ao mundo das culturas e da expressividade artística.
RESUMO: Este artigo apresenta a fotografia como procedimento artístico fundamental para a constru... more RESUMO: Este artigo apresenta a fotografia como procedimento artístico fundamental para a construção da visualidade contemporânea e suas implicações em sala de aula. Discute ainda como as imagens fotográficas tornam visíveis os problemas relacionados ao ensino e à aprendizagem. Discorre sobre usos e principais estruturas visuais das Metodologias Artísticas de Pesquisa baseadas na fotografia, propostas por Ricardo Marin Viadel e Joaquín Roldán (2012). O conhecimento visual produzido nessa pesquisa possibilita novos modos de contemplar e expor os fenômenos educativos. PALAVRAS-CHAVE: Fotografia. Metodologias artísticas de pesquisa baseadas na fotografia. formação docente. RESUMEN: Se presenta la fotografía como procedimiento artístico fundamental para la construcción de la visualidad contemporánea y sus implicaciones en clase. También se discute cómo las imágenes fotográficas hacen visibles los problemas relacionados con la enseñanza y el aprendizaje. Habla respecto a los usos y principales estructuras visuales de las Metodologías Artísticas de Investigación basadas en la fotografía, propuestas por Ricardo Marin Viadel y Joaquín Roldán (2012). El conocimiento visual producido en esta investigación posibilita nuevos modos de contemplar y exponer a los fenómenos educativos. PALABRAS CLAVE: Fotografía. Metodologías artísticas de investigación basadas en la fotografía. Formación docente.
Photo-essays were born as ways of thinking, investigating and arguing, inserted in researches mas... more Photo-essays were born as ways of thinking, investigating and arguing, inserted in researches master and doctorate researches. The dimension of poiesis in the authors' thinking and making photo-essays that were not initially thought to be exposed break the frontiers of academia and gain the space of cultural institutions. Thus, they were exhibited at the Historical and Cultural Center of the Mackenzie Presbyterian University (São Paulo, 2016) and at the Museum of Image and Sound / MIS (Campinas, 2017). In the first, Rita Demarchi's photo-essays enter the spaces of art exhibitions to "see who sees", Vanessa Galvani presents new lenses for the teacher and Olga Egas, highlights the use of photography as a power of invention in teaching future teachers. In MIS, they are amplified with photo-essays by Estela Bonci provoking the forgotten trait of students of Pedagogy course; Stela Aguillera presents the experience at the course Youth and Adult Education during and after the visit to the 32nd São Paulo Art Bienal; Débora Rosa at the same Bienal, accompanying visits from educators, subjects of her research and Filippa Jorge focuses children and contemporary art. Both the research and the experience of creating the exhibits allow reflections on some of the possible processes and spaces of these ways of doing / thinking research. Visual Abstract Image 1. Rita Demarchi. Spaces, silences, meetings, 2018. CHCMackenzie and MIS/Campinas. Overview, pairs of images consisting of four digital photographs from Martins, Areias and the author.,
What kind of knowledge is being produced and how it can be discussed? Considering that "art is ab... more What kind of knowledge is being produced and how it can be discussed? Considering that "art is about doing at the same time as one creates what to do and how to do it" as Pareyson (1984, p. 32) says; we ask in what sense does the photo-essay work as a trigger of thinking and as a way to build knowledge. Is it possible to understand how this process occurs? In this essay, we are interested in analyzing how images are configured as triggers for thought and knowledge, which is itself magnified by the very production of images. This analysis led to researches that are not restricted to artists or to artistic research (AR), but are driven by the poiesis of the researcher in art, education and culture, as it was argued in our last presentation at the 2nd Conference in Granada 2014. Our purpose in this present essay is to focus especially on the use of photo-essays as an artistic research methodology, with reference to the studies of Joaquin Roldán and Ricardo Marin-Viadel (2012) and also to our own practice at the post graduate program of Education, Art and Cultural History of Mackenzie University (São Paulo, Brazil). Rita Demarchi photographs series that integrate her doctoral research about museums and cultural institutions, showing a careful process of registering silence and lurking in the universe that surrounds the connoisseur, the works of art and exhibition spaces. This way of capturing situations requests a constant openness to the phenomena which is one of the characteristics of artistic creation. The images are legitimized as they are a full demonstration of how images are able to trigger our thinking and produce connections between theoretical research and writing. The curatorial work of going over the pictures taken, selecting them and assembling them into photo-essays has allowed Rita to go beyond the thought about art and led her to an unveiling of relationships and issues about the complexity of the territory concerned, which as we think, would not come to light otherwise. Olga Egas promotes personal and collective student’s productions as well as cultural expeditions that together compose photo-essays of shared experiences and instigate aesthetic sensibility on these future teachers. Her doctoral research aims to use photo-essays as a way to keep the students and the teacher in a state of attention and invention and enable the construction of subjectivities. She also aims to investigate how photo-essay may constitute as a device to read and interpret the world and recreate other practices to handle the objects and events that we believe are an indispensable condition to the practice of any teacher. We present a brief analysis of these photo-essays and processes that involve the attempt to improve the understanding of ABR and reflect on the plural forms and the consequent expansion of ways to produce and disseminate knowledge. A new way to produce, organize and disseminate research and knowledge, which challenges the traditional and legitimized way of being in the academy.
Keywords: Art based research, photo-essay, research methodologies, art.
The transparency, the penumbra and a kaleidoscopic perspective of Olafur Eliasson works are able ... more The transparency, the penumbra and a kaleidoscopic perspective of Olafur Eliasson works are able to reveal our questions. What does it mean to understand the research as poiesis? How artistic procedures can contribute as a methodology for our researches? These questions move our research as a work in progress. One student from the master program, two from de PhD program and the teacher of them from the interdisciplinary graduation program of Education, Art and Cultural History at the Universidade Presbiteriana Mackenzie in São Paulo/Brazil are trying to deal with artistic procedures in their own researches. Our theoretical inspiration come from three concepts that complete each other: art based research; a/r/tography and artistic research methodology. The starting question is a reflection of other questions related to ours objects of study. As Pareyson (1984, p.32) says on his book I problemi dell'estetica (The aesthetics problem): “art is something that as it is being doing it also invents what to do and how to do it”. That seems to be our procedure in our collaborative research. That is a common aspect in us, it is a ritornello that push us towards. We jump in even with an uncertain security and we live the experience as we invent what to do and how to do it. We dare to live the experience not as an experiment but as action. One experience as Dewey (2010) said. Also, the different poetic actions seen in this conference helped us to expand our research and initial findings. Key words: Research, Artistic procedures, Art, Methodologies, Poiesis.
What kind of knowledge is being produced and how it can be discussed? Considering that "art is ab... more What kind of knowledge is being produced and how it can be discussed? Considering that "art is about doing at the same time as one creates what to do and how to do it" as Pareyson (1984, p. 32) says; we ask in what sense does the photo-essay work as a trigger of thinking and as a way to build knowledge. Is it possible to understand how this process occurs?
O texto apresenta uma analise geral do trabalho realizado pelo Grupo de Pesquisa Arte na Pedagogi... more O texto apresenta uma analise geral do trabalho realizado pelo Grupo de Pesquisa Arte na Pedagogia (Gpap) desde julho de 2012. Inicialmente, fazem-se reflexoes sobre a formacao do pedagogo. Em seguida, ha uma descricao da construcao da pesquisa a partir dos recortes feitos em um cenario extremamente amplo, constituido de 99 instituicoes de ensino superior (IES) publicas municipais, estaduais ou federais no territorio nacional, e analisam-se os cursos de Pedagogia das IES pesquisadas e o componente curricular de Arte. Desse universo, foram validados 56 formularios que contemplavam todas as informacoes tomadas como relevantes para que pudessemos compreender e analisar a presenca da Arte nos cursos de Pedagogia. Na segunda secao do texto, apresenta-se uma reflexao em torno da Arte no curso de Pedagogia entre o ensino de um saber especifico ou de uma dimensao estetica para a formacao de novos docentes. Essa analise faz parte de um trabalho de maior abrangencia sobre a arte na formacao d...
Resumo O artigo propoe refletir sobre a mediacao cultural e a producao artistica na escola. Para ... more Resumo O artigo propoe refletir sobre a mediacao cultural e a producao artistica na escola. Para isso, analisa uma das proposicoes do Coloquio Arte em Trânsito 2017 intitulada Criancas, artistas, mediadoras: quem aprende com quem?. O evento ocorreu no Colegio de Aplicacao Joao XXIII na Universidade Federal de Juiz de Fora, no estado de Minas Gerais. A acao proposta foi uma visita mediada pela exposicao com os licenciandos de Pedagogia da UFJF tendo as criancas-artistas como mediadoras dos trabalhos. O artigo inicia contextualizando a acao proposta, aponta questoes que surgiram a partir da experiencia e tece dialogos com vasta producao teorica sobre mediacao cultural na busca de uma analise critica que possibilita ampliar conexoes e reflexoes sobre os territorios da mediacao cultural e das experiencias artisticas promovidas pela escola. Palav Transit and art mediations in school: who tells the unlosable? Abstract The article proposes to reflect on cultural mediation and artistic prod...
O que podemos ensinar/aprender sobre educação com a fotografia? Este foi o ponto de partida para ... more O que podemos ensinar/aprender sobre educação com a fotografia? Este foi o ponto de partida para investigar como as imagens fotográficas tornam visíveis os problemas relacionados ao ensino e à aprendizagem. As experiências de ser formadora de futuros professores no curso de Pedagogia e Licenciatura em Artes Visuais na Universidade Federal de Juiz de Fora (Minas Gerais) e as adquiridas no Mestrado em Artes Visuais e Educação: Um Enfoque Construtivista na Universidade de Granada (Espanha) serviram como ponto de partida para a investigação de diferentes aspectos da docência através das imagens. Nesse âmbito, a s fotografias produzidas pela autora, entre 2013 e 2016 – principais m ateriais do estudo – apontam pensamentos, inquietações e desassossegos que ocorreram durante as aulas e a pesquisa de campo. Assim, o presente estudo está fundamentado principalmente pelas Metodologias Artísticas de Pesquisa em Educação, propostas por Ricardo Marin Viadel e Joaquín Roldán (2012) que têm na fot...
Este texto apresenta reflexões sobre educação, docência e arte, bem como expectativas sobre o iní... more Este texto apresenta reflexões sobre educação, docência e arte, bem como expectativas sobre o início e término de um percurso possível para a disciplina Fundamentos Teórico Metodológicos em Arte I no curso de Pedagogia, considerando os desafios e as responsabilidades compartilhadas entre professora e estudantes, futuros professores.
This article discusses forms of arts‐based mediation in museums that use creation as the primary ... more This article discusses forms of arts‐based mediation in museums that use creation as the primary tool in the learning process. We present four mediation experiences based on the arts‐based teaching methodologies promoted by the project ‘Art for Learning Art’. These experiences have been developed in four museums: the Centre Pompidou Málaga, the State Russian Museum in Málaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellón in Spain and the Modern Art Murilo Mendes Museum of Minas Gerais in Brazil. Four experiences in three cities of two countries that work in a methodology which involves participative and collaborative visitor connections with the works exhibited using arts‐based strategies. In all cases, the artistic works of the exhibitions are the conceptual basis for mediation proposals that are offered to the public in order to encourage participation. We link the aesthetic experience as the origin of the mediation process in two fundamental aspects: creation and appreciation. In the act of creative appreciation, most art education objectives are met. The actions and processes are directed by collaborative and contemporary creation strategies around two axes: museum educator‐artists in training and visitors‐artists as learners. In the four experiences that we present here, this confluence takes place. The four events have been adapted to the conditions of the place, public and art exhibitions, contributing new approaches to the model that has been promoted from the University of Granada since 2013.
O Arte, uma palavra carregada de significações, dentro e fora da escola. Este artigo tece conside... more O Arte, uma palavra carregada de significações, dentro e fora da escola. Este artigo tece considerações sobre os Direitos de Aprendizagem em Arte para o Ciclo de Alfabetização (1º, 2º e 3º anos) do Ensino Fundamental. Trata-se de assumir outra forma de conceber a educação, a escola, o professor, a infância e a arte na escola, apontando o protagonismo das ações infantis e a perspectiva de atribuição de significados ao mundo das culturas e da expressividade artística.
RESUMO: Este artigo apresenta a fotografia como procedimento artístico fundamental para a constru... more RESUMO: Este artigo apresenta a fotografia como procedimento artístico fundamental para a construção da visualidade contemporânea e suas implicações em sala de aula. Discute ainda como as imagens fotográficas tornam visíveis os problemas relacionados ao ensino e à aprendizagem. Discorre sobre usos e principais estruturas visuais das Metodologias Artísticas de Pesquisa baseadas na fotografia, propostas por Ricardo Marin Viadel e Joaquín Roldán (2012). O conhecimento visual produzido nessa pesquisa possibilita novos modos de contemplar e expor os fenômenos educativos. PALAVRAS-CHAVE: Fotografia. Metodologias artísticas de pesquisa baseadas na fotografia. formação docente. RESUMEN: Se presenta la fotografía como procedimiento artístico fundamental para la construcción de la visualidad contemporánea y sus implicaciones en clase. También se discute cómo las imágenes fotográficas hacen visibles los problemas relacionados con la enseñanza y el aprendizaje. Habla respecto a los usos y principales estructuras visuales de las Metodologías Artísticas de Investigación basadas en la fotografía, propuestas por Ricardo Marin Viadel y Joaquín Roldán (2012). El conocimiento visual producido en esta investigación posibilita nuevos modos de contemplar y exponer a los fenómenos educativos. PALABRAS CLAVE: Fotografía. Metodologías artísticas de investigación basadas en la fotografía. Formación docente.
Photo-essays were born as ways of thinking, investigating and arguing, inserted in researches mas... more Photo-essays were born as ways of thinking, investigating and arguing, inserted in researches master and doctorate researches. The dimension of poiesis in the authors' thinking and making photo-essays that were not initially thought to be exposed break the frontiers of academia and gain the space of cultural institutions. Thus, they were exhibited at the Historical and Cultural Center of the Mackenzie Presbyterian University (São Paulo, 2016) and at the Museum of Image and Sound / MIS (Campinas, 2017). In the first, Rita Demarchi's photo-essays enter the spaces of art exhibitions to "see who sees", Vanessa Galvani presents new lenses for the teacher and Olga Egas, highlights the use of photography as a power of invention in teaching future teachers. In MIS, they are amplified with photo-essays by Estela Bonci provoking the forgotten trait of students of Pedagogy course; Stela Aguillera presents the experience at the course Youth and Adult Education during and after the visit to the 32nd São Paulo Art Bienal; Débora Rosa at the same Bienal, accompanying visits from educators, subjects of her research and Filippa Jorge focuses children and contemporary art. Both the research and the experience of creating the exhibits allow reflections on some of the possible processes and spaces of these ways of doing / thinking research. Visual Abstract Image 1. Rita Demarchi. Spaces, silences, meetings, 2018. CHCMackenzie and MIS/Campinas. Overview, pairs of images consisting of four digital photographs from Martins, Areias and the author.,
What kind of knowledge is being produced and how it can be discussed? Considering that "art is ab... more What kind of knowledge is being produced and how it can be discussed? Considering that "art is about doing at the same time as one creates what to do and how to do it" as Pareyson (1984, p. 32) says; we ask in what sense does the photo-essay work as a trigger of thinking and as a way to build knowledge. Is it possible to understand how this process occurs? In this essay, we are interested in analyzing how images are configured as triggers for thought and knowledge, which is itself magnified by the very production of images. This analysis led to researches that are not restricted to artists or to artistic research (AR), but are driven by the poiesis of the researcher in art, education and culture, as it was argued in our last presentation at the 2nd Conference in Granada 2014. Our purpose in this present essay is to focus especially on the use of photo-essays as an artistic research methodology, with reference to the studies of Joaquin Roldán and Ricardo Marin-Viadel (2012) and also to our own practice at the post graduate program of Education, Art and Cultural History of Mackenzie University (São Paulo, Brazil). Rita Demarchi photographs series that integrate her doctoral research about museums and cultural institutions, showing a careful process of registering silence and lurking in the universe that surrounds the connoisseur, the works of art and exhibition spaces. This way of capturing situations requests a constant openness to the phenomena which is one of the characteristics of artistic creation. The images are legitimized as they are a full demonstration of how images are able to trigger our thinking and produce connections between theoretical research and writing. The curatorial work of going over the pictures taken, selecting them and assembling them into photo-essays has allowed Rita to go beyond the thought about art and led her to an unveiling of relationships and issues about the complexity of the territory concerned, which as we think, would not come to light otherwise. Olga Egas promotes personal and collective student’s productions as well as cultural expeditions that together compose photo-essays of shared experiences and instigate aesthetic sensibility on these future teachers. Her doctoral research aims to use photo-essays as a way to keep the students and the teacher in a state of attention and invention and enable the construction of subjectivities. She also aims to investigate how photo-essay may constitute as a device to read and interpret the world and recreate other practices to handle the objects and events that we believe are an indispensable condition to the practice of any teacher. We present a brief analysis of these photo-essays and processes that involve the attempt to improve the understanding of ABR and reflect on the plural forms and the consequent expansion of ways to produce and disseminate knowledge. A new way to produce, organize and disseminate research and knowledge, which challenges the traditional and legitimized way of being in the academy.
Keywords: Art based research, photo-essay, research methodologies, art.
The transparency, the penumbra and a kaleidoscopic perspective of Olafur Eliasson works are able ... more The transparency, the penumbra and a kaleidoscopic perspective of Olafur Eliasson works are able to reveal our questions. What does it mean to understand the research as poiesis? How artistic procedures can contribute as a methodology for our researches? These questions move our research as a work in progress. One student from the master program, two from de PhD program and the teacher of them from the interdisciplinary graduation program of Education, Art and Cultural History at the Universidade Presbiteriana Mackenzie in São Paulo/Brazil are trying to deal with artistic procedures in their own researches. Our theoretical inspiration come from three concepts that complete each other: art based research; a/r/tography and artistic research methodology. The starting question is a reflection of other questions related to ours objects of study. As Pareyson (1984, p.32) says on his book I problemi dell'estetica (The aesthetics problem): “art is something that as it is being doing it also invents what to do and how to do it”. That seems to be our procedure in our collaborative research. That is a common aspect in us, it is a ritornello that push us towards. We jump in even with an uncertain security and we live the experience as we invent what to do and how to do it. We dare to live the experience not as an experiment but as action. One experience as Dewey (2010) said. Also, the different poetic actions seen in this conference helped us to expand our research and initial findings. Key words: Research, Artistic procedures, Art, Methodologies, Poiesis.
What kind of knowledge is being produced and how it can be discussed? Considering that "art is ab... more What kind of knowledge is being produced and how it can be discussed? Considering that "art is about doing at the same time as one creates what to do and how to do it" as Pareyson (1984, p. 32) says; we ask in what sense does the photo-essay work as a trigger of thinking and as a way to build knowledge. Is it possible to understand how this process occurs?
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In this essay, we are interested in analyzing how images are configured as triggers for thought and knowledge, which is itself magnified by the very production of images. This analysis led to researches that are not restricted to artists or to artistic research (AR), but are driven by the poiesis of the researcher in art, education and culture, as it was argued in our last presentation at the 2nd Conference in Granada 2014.
Our purpose in this present essay is to focus especially on the use of photo-essays as an artistic research methodology, with reference to the studies of Joaquin Roldán and Ricardo Marin-Viadel (2012) and also to our own practice at the post graduate program of Education, Art and Cultural History of Mackenzie University (São Paulo, Brazil).
Rita Demarchi photographs series that integrate her doctoral research about museums and cultural institutions, showing a careful process of registering silence and lurking in the universe that surrounds the connoisseur, the works of art and exhibition spaces. This way of capturing situations requests a constant openness to the phenomena which is one of the characteristics of artistic creation. The images are legitimized as they are a full demonstration of how images are able to trigger our thinking and produce connections between theoretical research and writing. The curatorial work of going over the pictures taken, selecting them and assembling them into photo-essays has allowed Rita to go beyond the thought about art and led her to an unveiling of relationships and issues about the complexity of the territory concerned, which as we think, would not come to light otherwise.
Olga Egas promotes personal and collective student’s productions as well as cultural expeditions that together compose photo-essays of shared experiences and instigate aesthetic sensibility on these future teachers. Her doctoral research aims to use photo-essays as a way to keep the students and the teacher in a state of attention and invention and enable the construction of subjectivities. She also aims to investigate how photo-essay may constitute as a device to read and interpret the world and recreate other practices to handle the objects and events that we believe are an indispensable condition to the practice of any teacher.
We present a brief analysis of these photo-essays and processes that involve the attempt to improve the understanding of ABR and reflect on the plural forms and the consequent expansion of ways to produce and disseminate knowledge. A new way to produce, organize and disseminate research and knowledge, which challenges the traditional and legitimized way of being in the academy.
Keywords: Art based research, photo-essay, research methodologies, art.
Key words: Research, Artistic procedures, Art, Methodologies, Poiesis.
In this essay, we are interested in analyzing how images are configured as triggers for thought and knowledge, which is itself magnified by the very production of images. This analysis led to researches that are not restricted to artists or to artistic research (AR), but are driven by the poiesis of the researcher in art, education and culture, as it was argued in our last presentation at the 2nd Conference in Granada 2014.
Our purpose in this present essay is to focus especially on the use of photo-essays as an artistic research methodology, with reference to the studies of Joaquin Roldán and Ricardo Marin-Viadel (2012) and also to our own practice at the post graduate program of Education, Art and Cultural History of Mackenzie University (São Paulo, Brazil).
Rita Demarchi photographs series that integrate her doctoral research about museums and cultural institutions, showing a careful process of registering silence and lurking in the universe that surrounds the connoisseur, the works of art and exhibition spaces. This way of capturing situations requests a constant openness to the phenomena which is one of the characteristics of artistic creation. The images are legitimized as they are a full demonstration of how images are able to trigger our thinking and produce connections between theoretical research and writing. The curatorial work of going over the pictures taken, selecting them and assembling them into photo-essays has allowed Rita to go beyond the thought about art and led her to an unveiling of relationships and issues about the complexity of the territory concerned, which as we think, would not come to light otherwise.
Olga Egas promotes personal and collective student’s productions as well as cultural expeditions that together compose photo-essays of shared experiences and instigate aesthetic sensibility on these future teachers. Her doctoral research aims to use photo-essays as a way to keep the students and the teacher in a state of attention and invention and enable the construction of subjectivities. She also aims to investigate how photo-essay may constitute as a device to read and interpret the world and recreate other practices to handle the objects and events that we believe are an indispensable condition to the practice of any teacher.
We present a brief analysis of these photo-essays and processes that involve the attempt to improve the understanding of ABR and reflect on the plural forms and the consequent expansion of ways to produce and disseminate knowledge. A new way to produce, organize and disseminate research and knowledge, which challenges the traditional and legitimized way of being in the academy.
Keywords: Art based research, photo-essay, research methodologies, art.
Key words: Research, Artistic procedures, Art, Methodologies, Poiesis.