Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34639/rpea.v1i1.53 |
Resumo: | Far from seeking to scrutinize and Know in technical detail the main methodologies used by art teachers in different historical moments, this paper seeks to highlight and characterize the philosophies that underlie the practice and the consequential reference models. This presupposes that there are more appropriate models than others to face challenges that also changed historically, as well as change young people changed in their psycho-sociological types, for whom planned arts education is offered by our public schools. Teaching according assumptions of another historical time is, therefore, a major misunderstanding of the formal school convinced (like many of their teachers) that it is the people (learners) who will have to adapt to school, to its contents and practices, and not vice versa. This position is often expressed in the phrase “Back in my day… yes school was tougher!“. Supporters, without reservation, to this positioning, which after all is one that is induced by the traditional view of the schooling process, are also those who support the use of pedagogical practices crystallized in time. These practices are absolutely inadequate to the urgent creation of new narratives and competent teaching that could be regenerative in order to tackle the informal learning spaces (television, internet, ipods, video gaming, etc..) that are now in fierce competition with the formal school. |
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Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today SchoolsEntre a Possibilidade de se “Ensinarem” as Artes e a Necessidade Imperativa de se Conhecerem as Novas Culturas Infanto-Juvenis que Hoje “Habitam” a EscolaArtes VisuaisCultura Infanto-JuvenilEducação ArtísticaPedagogia ArtísticaFilosofia da Educação ArtísticaVisual ArtsYoung CulturesArt EducationArt PedagogyPhilosophy of Art EducationFar from seeking to scrutinize and Know in technical detail the main methodologies used by art teachers in different historical moments, this paper seeks to highlight and characterize the philosophies that underlie the practice and the consequential reference models. This presupposes that there are more appropriate models than others to face challenges that also changed historically, as well as change young people changed in their psycho-sociological types, for whom planned arts education is offered by our public schools. Teaching according assumptions of another historical time is, therefore, a major misunderstanding of the formal school convinced (like many of their teachers) that it is the people (learners) who will have to adapt to school, to its contents and practices, and not vice versa. This position is often expressed in the phrase “Back in my day… yes school was tougher!“. Supporters, without reservation, to this positioning, which after all is one that is induced by the traditional view of the schooling process, are also those who support the use of pedagogical practices crystallized in time. These practices are absolutely inadequate to the urgent creation of new narratives and competent teaching that could be regenerative in order to tackle the informal learning spaces (television, internet, ipods, video gaming, etc..) that are now in fierce competition with the formal school.Longe de procurar esmiuçar e detalhar tecnicamente as principais metodologias utilizadas pelos professores de arte em diferentes momentos históricos, este texto procura assinalar e caracterizar as filosofias que subjazem às práticas, bem como os consequentes modelos de referência. O que pressupõe, à partida, que existem modelos mais adequados do que outros para fazer face a desafios que também mudam historicamente, assim como também mudam, psico-sociologicamente, os jovens para quem se destina o ensino artístico oferecido pela escola pública. Ensinar segundo pressupostos de outro tempo histórico é, portanto, um dos principais mal-entendidos da escola formal, convencida (assim como muitos dos seus professores) de que terão de ser as pessoas (os aprendentes) a adaptarem-se à escola, aos seus conteúdos e às suas práticas, e não o contrário. Esta posição encontra-se muitas vezes expressa na expressão “No meu tempo… é que era!”. Os que apoiam, sem reservas, este posicionamento, que no fundo é aquele que é induzido pela visão tradicional dos processos de escolarização, são também os que apoiam a utilização de práticas pedagógicas cristalizadas no tempo e inadequadas à criação urgente de novas narrativas pedagógicas regeneradoras e capazes de fazer frente aos espaços informais de aprendizagem (televisão, internet, ipods, vídeo-gaming, etc.) que hoje fazem uma concorrência feroz à escola formal.CEPAM2011-09-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34639/rpea.v1i1.53https://doi.org/10.34639/rpea.v1i1.53Portuguese Journal of Artistic Education; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 37-44Revista Portuguesa de Educação Artística; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 37-442183-74811647-905X10.34639/rpea.v1i1reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://rpea.madeira.gov.pt/index.php/rpea/article/view/53https://rpea.madeira.gov.pt/index.php/rpea/article/view/53/59Direitos de Autor (c) 2011 Leonardo Charréuinfo:eu-repo/semantics/openAccessCharréu, Leonardo2024-01-31T10:29:02Zoai:rpea.madeira.gov.pt:article/53Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:31:24.690215Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools Entre a Possibilidade de se “Ensinarem” as Artes e a Necessidade Imperativa de se Conhecerem as Novas Culturas Infanto-Juvenis que Hoje “Habitam” a Escola |
title |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools |
spellingShingle |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools Charréu, Leonardo Artes Visuais Cultura Infanto-Juvenil Educação Artística Pedagogia Artística Filosofia da Educação Artística Visual Arts Young Cultures Art Education Art Pedagogy Philosophy of Art Education |
title_short |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools |
title_full |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools |
title_fullStr |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools |
title_full_unstemmed |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools |
title_sort |
Between the Possibility to “Teach” Arts and the Imperative Need to Acknowledge the New Young Cultures that Inhabit Today Schools |
author |
Charréu, Leonardo |
author_facet |
Charréu, Leonardo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Charréu, Leonardo |
dc.subject.por.fl_str_mv |
Artes Visuais Cultura Infanto-Juvenil Educação Artística Pedagogia Artística Filosofia da Educação Artística Visual Arts Young Cultures Art Education Art Pedagogy Philosophy of Art Education |
topic |
Artes Visuais Cultura Infanto-Juvenil Educação Artística Pedagogia Artística Filosofia da Educação Artística Visual Arts Young Cultures Art Education Art Pedagogy Philosophy of Art Education |
description |
Far from seeking to scrutinize and Know in technical detail the main methodologies used by art teachers in different historical moments, this paper seeks to highlight and characterize the philosophies that underlie the practice and the consequential reference models. This presupposes that there are more appropriate models than others to face challenges that also changed historically, as well as change young people changed in their psycho-sociological types, for whom planned arts education is offered by our public schools. Teaching according assumptions of another historical time is, therefore, a major misunderstanding of the formal school convinced (like many of their teachers) that it is the people (learners) who will have to adapt to school, to its contents and practices, and not vice versa. This position is often expressed in the phrase “Back in my day… yes school was tougher!“. Supporters, without reservation, to this positioning, which after all is one that is induced by the traditional view of the schooling process, are also those who support the use of pedagogical practices crystallized in time. These practices are absolutely inadequate to the urgent creation of new narratives and competent teaching that could be regenerative in order to tackle the informal learning spaces (television, internet, ipods, video gaming, etc..) that are now in fierce competition with the formal school. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-09-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34639/rpea.v1i1.53 https://doi.org/10.34639/rpea.v1i1.53 |
url |
https://doi.org/10.34639/rpea.v1i1.53 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rpea.madeira.gov.pt/index.php/rpea/article/view/53 https://rpea.madeira.gov.pt/index.php/rpea/article/view/53/59 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2011 Leonardo Charréu info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2011 Leonardo Charréu |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CEPAM |
publisher.none.fl_str_mv |
CEPAM |
dc.source.none.fl_str_mv |
Portuguese Journal of Artistic Education; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 37-44 Revista Portuguesa de Educação Artística; Vol. 1 (2011): Revista Portuguesa de Educação Artística; 37-44 2183-7481 1647-905X 10.34639/rpea.v1i1 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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