Session Information
29 SES 09, Parallel Paper Session
Paper Session
Contribution
This paper has a double strand of problems: firstly, it seeks to reflect the place of expressions in the school curriculum, at the level of secondary education. The main purpose of this reflection is to understand how discourse and speech are constructed and maintained within a naturalization order, establishing a range of educational practices that announce a deviation from the democratic sense of education, a set of practises that can be institutional and socially recognized as forms of a technocentric model that derive from neoliberal policies on education and teaching.
Secondly, it seeks to draw and experiment other forms of educational practises from the analysis of the object under study, the place of expressions on the school curriculum.
The pretention to analyse, construct and develop critical narratives for arts education, occurs within the exercise to deconstruct the complex order of dominant discourses, dismantling myths and symbolic prepositions which mean, or tends to mean, the expression of arts education as a field that exclusively privileges the exploration of cathartic sensitivity, designating artistic and poetic experiences as a thrill of senses, or subdued to an intimate and private relationship between student-as-an-individual and student-support-artistic language.
By these means, we undertake to critically comprehend the alchemical operation that occurs between contemporary art practices and its expression within material production and knowledge production field of arts education and school education.
This reflection experiments a sense of arts education pedagogies where its fundamental matter focuses on identity, dignity and autonomy of student, building a dialogical and participatory educational relationship, a cooperative relationship where teacher and students define and structure processes of thinking and production as significant and symbolical communicative acts – stances that locate teacher and students as individuals that put in doubt their certainties and question their own truth, thus exploring artistic languages as forms for political and critical reflection on being, living and thinking.
With this, and essentially, we seek to establish the possibility of arts education and the educational practises act as a symbolical context that contributes to a significant individual(s) participation(s) in its critical construction, individually and collectively, acting over the body of political and cultural representations that influence the ideological and dictating definitions about individual and collective thinking, feeling and acting.
How? Trying to make critical practices and artistic knowledge that, settled within the territory of Visual Culture, rehearse forms of teaching that contribute to stages of transformation and visibility: placing dialogical relationships that guide learning processes by means of understanding the political and social importance of student(s) subjective acts.
Method
Expected Outcomes
References
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