29 SES 10, Digital Media and Arts Education
The video that will present bits of my research, from the empirical work developed with a group of young students in a school. The starting point was to rethink school space and the ways in which young people relate to it.
It tries to understand how symbolic and sensory dimensions of the reality of school spaces, supports a new critical awareness of students over that reality. The objective is study the processes of subjectivity in production of a new kind of knowledge, from the symbolic and sensitive relationships of students with school spaces in their appropriations and perceptions of use of it.
Readings taken, have been allowing designing a consolidated theoretical framework and necessary for to cross with the multiple possibilities offered by research. The research condition puts it on a level of analysis with bond to areas such as architecture, history of education and arts education, and to an international movement, configured in projects which focus this same desire to critically analyze school space currently in its symbolic dimensions, of power and a critical thought, from the perspective of those who inhabit it.
The outside school spaces are apparently “non learning space”, but also spaces filled by sensory signs. Its condition imposed that the perception was focused on the subjective perspective of the architecture school (as an artistic question), and on the subjective field of its symbolic perception (as a self-identification and identity question).
we felt that the content of material produced from student´s engagement with school spaces, can reveal new perspectives and the idea that school spaces have a "hidden meaning", an unknown "immateriality” and possibly a “fourth dimension“ as emotional dimension. This could lead us to “another kind of discursive speech" which expresses the symbolic, affective, sensory and aesthetic dimensions of spaces.
Baron, T., & Eisner, E. W. (2006). Arts-based educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of Complementary Methods for Research in Education (Third Edition, pp. 95–110). Washington, DC: American Educational Research Association. Birks, Melanie & Mills, Jane (2011). “Essentials of grounded theory”. In M. Birks, & J. Mills (2011), Grounded Theory. A practical guide. London: SAGE publications, pp.1-14. ISBN 978-1-84860-992-8. Burke, Catherine (2007). “The View of the Child: Releasing ‘‘visual voices’’ in the design of learning environments”. In Discourse: studies in the cultural politics of education, Vol. 28, No. 3, September 2007, pp. 359-372. Charmaz, K. (2008). Constructionism and the Grounded Theory Method. In J. A. Holstein & J. F. Gubrium (Eds.) (2008), Handbook of constructionist research. Nueva York: Guildford, pp.397-412. Clandinin, J. (2007). Handbook of Narrative Inquiry. Mapping a Methodology. Thousand Oaks, CA.: Sage. Collin, F. (2006). Praxis de la diferencia. Liberación y libertad. Barcelona: Icaria editorial. Glaser, B.G. & Strauss, A.L. (1967). The Discovery of Grounded Theory: Strategies for qualitative research. New Brunswick and London: Aldine transaction. ISBN 0-202-30260-1 Hernández, F. (Coord.) (2011). Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas. Universitat de Barcelona: ESBRINA – RECERCA, pp.7-23, 104-114. Irwin, Rita L. (2009). A/r/tografia: Uma mestiçagem Metonímica. In Ana Mae Barbosa & Lilian Amaral (Eds).(2009) Interterritorialidade: midias, contextos e educação, pp. 87-104. São Paulo, Brazil: Editora Senac. JISC (2006). Designing Spaces for Effective Learning. A guide to 21st century learning space design. UK: Higher Education Funding Council for England (HEFCE), University of Bristol. Kress, Gunther (2010). Multimodality. A social semiotic approach to contemporary communication. New York: Routledge Nóvoa, António (2000). “Ways of Saying, Ways of Seeing: Public Images of Teachers (19th-20th century)”. In Paedagogica Historica, vol. VI, pp. 21-52. Pallasmaa, Juhani (2014). Los ojos de la piel. La arquitectura y los sentidos. (2ªedición). Barcelona: Editorial Gustavo Gili, SL. ISBN: 978-84-252-2626-7 Perec, Georges (2001). Especies de espacios. 2ª Edición, traducción de Jesús Camarero. Espanha: Montesinos. ISBN 84-95776-07-3. Edição original: Espèces d´espaces, edições Galilée, París 1974. Pink, Sarah (2006). The future of visual anthropology: engaging the senses. London and New York: Routledge, Taylor & Francis Group. ISBN10: 0-415-35765-9 (pbk) Pink, Sarah (2009). Doing Sensory Ethnography. London: Sage Publications Ltd, Mixed Sources. ISBN: 978-1-4129-4802-9 Prosser, Jon (2007). ”Visual methods and the visual culture of schools 27”. In Visual Studies, Vol. 22, No. 1, April 2007. Obtido em 14 Janeiro de 2013 de http://publicsphere.narod.ru/VisCultSchools.pdf
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