Session Information
29 SES 09, Parallel Paper Session
Paper Session
Contribution
The current study focuses on the general theme of the reflexivity produced by Portuguese artists about their training and the place of learning in their own production process and artistic improvement. The analysis focuses on school practices and academic processes and also on informal education and learning (the emergence of groups of artists and their relationship with tutelary teachers that produced guidelines for programs of artistic production) and on the dynamics of the artistic creation process.
The studied period (from the late nineteenth century to the first half of the twentieth century) covers the emergence of various artistic movements (located in the socialist artistic vanguard that demanded a commitment to social progress, as well as in the modernist vanguard that claimed the autonomy of the artistic field and the overcoming of the dichotomy between art and life).
The archive of documents mobilized for analysis is constituted by the writings of Portuguese artists that focus on the themes of inventiveness, the education of the artist, the relationship between peers and teachers. These statements are collected through systematic analysis of artistic and literary magazines published in the nineteenth and twentieth centuries, the correspondence of artists (edited and spoils) of exhibition catalogs and monographs authored by artists and other intellectuals.
The theoretical foundation of the research was constructed from studies of so-called post-structuralism. With this framework I do not intend to list discourses that both describe a reality (how was the education of the artist) for mobilizing both structuralist interpretive language, but rather take these artifacts and events that allow us to (re) consider the limits of the contemporary subject in wich constitution Modern Pedagogy plays an important role. This field of discursive production of the subject lelft behind of themes such as doubt, experimentation, hesitation, loneliness and a certain kind of forgetting necessary to learn a new subject or to achieve a cognition plan entirely different from the previous (just what the vanguards were to claim for themselves).
Method
Expected Outcomes
References
Agamben, Giorgio (2008). Bartleby, escrita da potência. Lisboa: Assírio e Alvim. Berger, John (2001). Selected essays. Edited by Geoff Dyer. London: Bloomsbury Publishing. Blanchot, M. (2011). O espaço literário. Rio de Janeiro: Rocco. Foucault, M. (1994). Dits et écrits. Paris: Gallimard. Serres, M. (1991). Le tiers-instruit. François Bourin: Paris.
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