Art education : there are good practices to be known
Joao Paulo Queiroz2014
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Historical and artistic heritage has been destroyed during wars and revolutions and regrettably this destruction goes on although the international laws try to protect it. The respect for heritage is a rule of good citizenship. However, the reduction of teaching Art History and Visual Arts doesn't bring to young people the knowledge of national heritage. A wave of destruction is seen in cities painted with tags, which now began to be seen inside historical buildings such as the Faculty of Fine Artsinfo:eu-repo/semantics/publishedVersio
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The relationships that artists establish on common objects set an adherent paradigm of appropriation. Interventions by artists, documented in many of the articles of the issue 19 number Revista Estúdio Journal, challenge through an alternative symbolic economy, alternative to the circuit of the objects. Reframing operates in the white Chamber, the modernist device. The “cube” digests slowly its critical dissolution through diverse installations. This processing is taking its timeinfo:eu-repo/semantics/publishedVersio
Art education : can we think while being on the outer side of the code?
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Good practices of artistic expression in the field of integation and curriculum articulation
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This paper aims at defending good practices in the context of interdisciplinary curriculum articulation, involving all classes of pre-school and first grade of basic education, where students with Special Educational Needs (NEEcp), with diversified needs, had been integrated in schools of the Schools of Pinhal de Frades, in Seixal, during the biennium 2012/2014. For this purpose, it was made use of plastic arts and drama activities in a relaxed and experimental pedagogic atmosphere, allowing for the valorization of new educational concepts and expressions, promoting the creation of puppets representing several characters. Students created so-called "Bisnaus" puppets, which were designed in order to acquire the basic expressiveness and animation needed to develop symbolism. It was hence possible to create characters, which permitted to communicate in their faces the basic expressions of happiness and affection, related with the expressive, cognitive and affective domainsinf...
Outras relações entre arte e educação: uma atitude política Other relations between art and education: a political attitude
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Resumo: Este texto traz um conjunto de relações sobre arte e educação a partir de uma base teórica que compreende os campos da arte, da educação e da filosofia, provocando encontros interessados em produzir um modo de pensar a arte na educação desobrigada de certas noções de aprendizagem e ensino, ordens comprometidas com o alcance de resultados guiados por interesses exteriores. Aposta em pensar a escola como forma que torna presentes a arte e o mundo por meio dela, suspendendo os sentidos tradicionalmente atribuídos para o seu ensino. Nessa ideia de escola, uma atitude política toma a arte na escola como um meio de ruptura com as determinações incidentes sobre o conhecimento que vêm do mundo produtivo, capaz de fazer circular outros modos de pensar e habitar a escola. Palavras-chave: Escola. Arte. Educação. Atitude política. Abstract:This text brings a set of relations about art and education from a theoretical base that includes the fields of art, education and philosophy, provoking meetings interested in producing a way of thinking art in the education released from certain notions of learning and teaching, orders committed to the achievement of results guided by external interests. The text aims to think about the school as a form that makes art and the world present through it, suspending the senses traditionally attributed to its teaching. In this idea of school, a political attitude takes the art in the school as a mean of breaking with the determinations incident on the knowledge that come from the productive world, able to circulate other ways of thinking and to inhabit the school.
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