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Buscas de ateliê : narrativas e contextos artísticos e pedagógicos através do olhar da pessoa artista-educadora e atelierista
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Orientador(es)
Resumo(s)
A presente dissertação propõe uma reflexão aprofundada, alicerçada na análise de
narrativas artísticas e pedagógicas, explorando os contextos vivenciados tanto na função
de artista-educador, no âmbito da educação não formal, como na de professor de arte ou
atelierista, no contexto da educação formal. Ao longo dessa trajetória, as narrativas são
construídas a partir de interseções que revelam diferentes formas de intervenção social
através da arte, delineando uma metodologia centrada na tríade composta pela arte, o
brincar e o respeito pelas infâncias.
O modelo de tríade apresentado, que articula a experiência artística, o lúdico e a
política, constitui uma abordagem ampla e multifacetada para a análise pedagógica. Ao
destacar a imaginação como uma força essencial e transformadora, sublinha-se a
importância de uma educação que transcenda a mera transmissão de conhecimentos,
promovendo o desenvolvimento integral do indivíduo por meio da arte e do brincar.
Há muito se reconhece que a vivência com a arte pode trazer benefícios profundos,
tanto para o âmbito individual como para o coletivo. Através das suas múltiplas
linguagens, a arte possui o potencial de fomentar aprendizagens em diversas áreas do
conhecimento, e esta dissertação reflete essa perspetiva. Ao confrontar as narrativas
investigadas com as bases teóricas que sustentam o estudo, novas linhas de pensamento
e descobertas emergem, oferecendo contribuições relevantes para futuras investigações
no campo e sinalizando um novo papel para a figura do atelierista na educação.
This dissertation proposes an in-depth reflection, based on the analysis of artistic and pedagogical narratives, exploring the contexts experienced both as an artist-educator, in the context of non-formal education, and as an art teacher or atelierist, in the context of formal education. . Throughout this trajectory, the narratives are constructed from intersections that reveal different forms of social intervention through art, outlining a methodology centered on the triad composed of art, play and respect for childhood. The triad model presented, which articulates artistic experience, playfulness and politics, constitutes a broad and multifaceted approach to pedagogical analysis. By highlighting imagination as an essential and transformative force, the importance of an education that transcends the mere transmission of knowledge is highlighted, promoting the integral development of the individual through art and play. It has long been recognized that experience with art can bring profound benefits, both for the individual and the collective. Through its multiple languages, art has the potential to foster learning in different areas of knowledge, and this dissertation reflects this perspective. When comparing the narratives investigated with the theoretical bases that support the study, new lines of thought and discoveries emerge, offering relevant contributions for future investigations in the field and signaling a new role for the figure of the atelierista in education.
This dissertation proposes an in-depth reflection, based on the analysis of artistic and pedagogical narratives, exploring the contexts experienced both as an artist-educator, in the context of non-formal education, and as an art teacher or atelierist, in the context of formal education. . Throughout this trajectory, the narratives are constructed from intersections that reveal different forms of social intervention through art, outlining a methodology centered on the triad composed of art, play and respect for childhood. The triad model presented, which articulates artistic experience, playfulness and politics, constitutes a broad and multifaceted approach to pedagogical analysis. By highlighting imagination as an essential and transformative force, the importance of an education that transcends the mere transmission of knowledge is highlighted, promoting the integral development of the individual through art and play. It has long been recognized that experience with art can bring profound benefits, both for the individual and the collective. Through its multiple languages, art has the potential to foster learning in different areas of knowledge, and this dissertation reflects this perspective. When comparing the narratives investigated with the theoretical bases that support the study, new lines of thought and discoveries emerge, offering relevant contributions for future investigations in the field and signaling a new role for the figure of the atelierista in education.
Descrição
Dissertação de mestrado, Mestrado em Educação e Formação (Área de Especialidade em Desenvolvimento Social e Cultural), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Experiências artísticas Expressão artística Educação pela arte Desenvolvimento social Narrativas Histórias de vida Dissertações de mestrado - 2024