Session Information
29 SES 13 B, Parallel Paper Session
Paper Session
Contribution
On the intersection of research objects, instruments and areas of study, methodology emerges as a very important subject. So it is on this scope that, even having different focus of study, common questions come together in a same path which has its origin in the interdisciplinary graduation program of Education, Art and Cultural History at the Universidade Presbiteriana Mackenzie, and that were brought up by searching new methodological paths expanded by the arts. One student from the master program, two from de PhD program and one group of studies in cultural mediation having the same question: How art based inquiry can contribute as a methodology for the researches already initiated within this group? Driven by Eisner’s perspective (1998, 2008), which had influenced so many others researchers and that points to the singular contribution that art can have on education, in this paper we intend to go beyond the frame of art being only an object of study, seeking to understand it as an important methodological ally for interdisciplinary education. In this sense, the starting question is a reflection of other questions related to ours objects of study: How to articulate theoretical foundations and reflections about the public on art exhibitions, based on images created by the photographer ANDRADE (2009) and by the researcher DEMARCHI (2013)? How to support and encourage researches about teacher formation, whether initial formation or life-long formation, giving the incentive to the construction of a proper teacher identity (HERNÁNDEZ, 2000, 2005) and the desire of teach and learn about art (EGAS, 2013), connecting School, University and the governmental department of education in the city of Juiz de Fora? If art can be seen as a form of knowledge inside academy, where it is also used as a methodology (art-based research), then how could we apply this same concept to teaching in regular schools? Can Cultural Mediation (MARTINS E PICOSQUE, 2012) be one more structural element for this kind of research and for its propagation? Such questions, which give birth to varied paths, come together in a rhizomatic cartography (DELEUZE, GUATTARI, 1995) built upon our reflections and theoretical studies through this methodological path. It can be highlighted the articles published on an special edition of the Studies of Art Education magazine (48-1, 2006) pointing to important concepts on art-based research and a/r/topography, which were lately broadened by the works of Marin Viadel (2011), who have been in Brazil recently, Eisner and Barone (2008), Hernandez (2008), Irwin (2008), among others. As teachers and researchers committed to investigate the relationship between art, research and education, our main objective in participating of this European conference is not to share results, once the researches are still in progress, but to enlarge our knowledge about researches and inquiries that use art as its main methodology, as well as “put on the map” our own questions and findings.
Method
Expected Outcomes
References
ANDRADE, Alecio. O Louvre e seus visitantes. São Paulo: Instituto Moreira Salles, 2009. DELEUZE, Gilles e GUATTARI, Félix Guattari. Mil platôs: capitalismo e esquizofrenia. São Paulo: Ed. 34, 1995, vol. 1. DEMARCHI, Rita de Cássia. Bienal do Mercosul e Bienal de São Paulo: imagens e experiências. III Congreso Ciencias Tecnologias Y Culturas/ Simposium Imagen, Fotografía, sociedad en AL. Chile, 2013. DEWEY. John. Arte como experiência.São Paulo: Martins Fontes, 2010. EGAS, Olga. Formação da identidade docente e o desejo de ensinar a aprender Arte. III Congreso Internacional Ciencias, Tecnologias y Culturas, USACH, Chile, 2013. EISNER, Elliot W. El ojo ilustrado: indagación cualitativa y mejora de la práctica educativa. Barcelona: Paidós, 1998. ____ O que pode a educação aprender das artes sobre a prática da educação. Revista Currículo sem Fronteiras, v.8, n.2, pp.5-17, Jul/Dez 2008. ____ e BARONE, Tom. Art Based Educational Research. Sage Publications: 2011. HERNÁNDEZ, F. La investigación basada em las artes. Propuestas para repensar La investigación em educación. Educatio Siglo XXI, Vol. 26; 85-118, 2008. ___ A construção da subjetividade docente como base para uma proposta de formação inicial de professores de Artes Visuais, in: OLIVEIRA, M; HERNÁNDEZ, F. (orgs). A formação do professor e o ensino de artes visuais. Santa Maria: UFSM, 2005. IBIAPINA, Ivana Maria Lopes de Melo. Pesquisa Colaborativa: investigação, formação e produção de conhecimentos. Brasília: Liber Livros, 2008. IRWIN, Rita L. A/r/tografia: uma mestiçagem metonímica. In: BARBOSA, Ana Mae e AMARAL, Lilian (org). Interterritorialidade: mídias, contextos e educação. São Paulo: SESC SP, 2008. MARIN VIADEL, Ricardo. La Investigación em Educación Artística. Educatio Siglo XXI, Vol. 29 nº, 211-230, 2011. MARTINS, Mirian Celeste. PICOSQUE, Gisa. Mediação Cultural para professores andarilhos na Cultura. São Paulo: Intermeios, 2012. SPRINGGAY,S; IRWIN, R.L; LEGGO, C & GOUZOAUSIS, P. (Eds.). Being with A/r/tography. Rotterdam: Sense Publications, 2008.
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