A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15480 |
Resumo: | The following thesis investigates the relational dimension inscribed in today's art devices and their possible influences on research on the teaching of art today; it is based on the aesthetic theory popularized by philosopher Nicolas Bourriaud – Relational Aesthetics – with his approach to new collective-cognitive-essays, observed in artistic propositions and their forms during the 1990s. This research consisted of an eminently theoretical reflection based on a qualitative bibliographical survey. The central question focused on understanding how relational aesthetics' assumptions are articulated with different approaches to the teaching of contemporary art; this problematic was developed with a view to understanding the modes of appropriation of contemporary art by the educational field – by researches developed in master's and PhD courses in education over the last few years – through analysis, from the point of view of the Relational Aesthetics, of the emerging approaches and discourses on contemporary art today. In order to problematise the discourses that legitimized modern art and other emerging discourses about artworks produced after 1960, the theories proposed by Arthur Danto, Giorgio Agamben, Anne Cauquelin, Jacques Rancière, and others, were used as theoretical support. Other researchers of the intersection between art and education, such as Fernando Hernández, Raimundo Martins and Marilda Oliveira de Oliveira were also included and contributed to the understanding of possible relations between education through art and the most well-accepted artistic propositions nowadays. Thus, after analyzing the scarce production about the topic in this field, the existence of a temporal, conceptual and methodological mismatch between some approaches of the teaching of contemporary art – in addition to the ambiguous presence of the relational dimension in the proposals analysed by the researches –, the existence of a temporal, conceptual and methodological gap between some approaches of the teaching of contemporary art was verified – seen under the light of researches in the field of education and contemporary art production. |
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2019-01-30T10:32:24Z2019-01-30T10:32:24Z2017-11-30http://repositorio.ufsm.br/handle/1/15480The following thesis investigates the relational dimension inscribed in today's art devices and their possible influences on research on the teaching of art today; it is based on the aesthetic theory popularized by philosopher Nicolas Bourriaud – Relational Aesthetics – with his approach to new collective-cognitive-essays, observed in artistic propositions and their forms during the 1990s. This research consisted of an eminently theoretical reflection based on a qualitative bibliographical survey. The central question focused on understanding how relational aesthetics' assumptions are articulated with different approaches to the teaching of contemporary art; this problematic was developed with a view to understanding the modes of appropriation of contemporary art by the educational field – by researches developed in master's and PhD courses in education over the last few years – through analysis, from the point of view of the Relational Aesthetics, of the emerging approaches and discourses on contemporary art today. In order to problematise the discourses that legitimized modern art and other emerging discourses about artworks produced after 1960, the theories proposed by Arthur Danto, Giorgio Agamben, Anne Cauquelin, Jacques Rancière, and others, were used as theoretical support. Other researchers of the intersection between art and education, such as Fernando Hernández, Raimundo Martins and Marilda Oliveira de Oliveira were also included and contributed to the understanding of possible relations between education through art and the most well-accepted artistic propositions nowadays. Thus, after analyzing the scarce production about the topic in this field, the existence of a temporal, conceptual and methodological mismatch between some approaches of the teaching of contemporary art – in addition to the ambiguous presence of the relational dimension in the proposals analysed by the researches –, the existence of a temporal, conceptual and methodological gap between some approaches of the teaching of contemporary art was verified – seen under the light of researches in the field of education and contemporary art production.Esta tese investiga a dimensão relacional inscrita nos dispositivos da arte do presente e seus possíveis atravessamentos na pesquisa sobre o ensino de arte de agora; fundamenta-se a partir da teoria estética difundida pelo filósofo Nicolas Bourriaud – Estética Relacional – com sua abordagem sobre os novos ensaios-cognitivos-coletivos, observados nas proposições artísticas e suas formas durante a década de 1990. Esta pesquisa consistiu numa reflexão eminentemente teórica baseada em um levantamento bibliográfico, de cunho qualitativo. A questão central focalizou-se na apreensão de como os pressupostos da estética relacional se articulariam com diferentes abordagens do ensino da arte contemporânea; tal problemática foi desenvolvida tendo em vista a compreensão das formas de apropriação da arte contemporânea pelo campo educacional – das pesquisas desenvolvidas em cursos de mestrado e doutorado em educação dos últimos anos – a partir da análise, desde os pressupostos da Estética Relacional, das abordagens e dos discursos emergentes sobre a arte contemporânea na atualidade. No intento de problematizar os discursos que legitimaram a arte moderna e outros discursos emergentes sobre a arte produzida pós 1960, foram elencados como aporte teórico desta tese, as teorias propostas por Arthur Danto, Giorgio Agamben, Anne Cauquelin, Jacques Rancière, entre outros. Coadunaram-se, ainda, outros pesquisadores da intersecção entre arte e educação, sob o viés da cultura visual, tais como Fernando Hernández, Raimundo Martins e Marilda Oliveira de Oliveira, os quais contribuíram para compreender as possíveis relações entre a educação pela arte e as proposições artísticas vigentes. Assim, após as análises realizadas acerca da escassa produção do tema na área, constatou-se para além da ambígua presença da dimensão relacional nas propostas analisadas pelas pesquisas, a existência de um descompasso temporal, conceitual e metodológico entre algumas abordagens do ensino da arte contemporânea – visto sob alente das pesquisas do campo educacional focadas e a produção contemporânea da arte.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEstética relacionalEnsino da arteArte contemporâneaDiscursos sobre arteExperiência estéticaRelational aestheticsArt educationContemporary artArt discoursesAesthetic experienceCNPQ::CIENCIAS HUMANAS::EDUCACAOA dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educaçãoThe relational dimension of today's art and current research on the teaching of contemporary art in postgraduate programmes in educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPereira, Marcelo de Andradehttp://lattes.cnpq.br/1518610535671838Victorio Filho, Aldohttp://lattes.cnpq.br/4856601990720597Bandeira, Belkis Souzahttp://lattes.cnpq.br/0910318995270819Oliveira, Marilda Oliveira dehttp://lattes.cnpq.br/7835230852202032Noyama, Samonhttp://lattes.cnpq.br/4136748079494222http://lattes.cnpq.br/1771149085825080Trindade, Rogerio Vanderlei de Lima700800000006600fc93ae58-fcbf-4f36-a1c4-03dba1a5edc4ddb04a5c-98b8-4eb5-a089-59932ed5228bfff5dda1-ae87-4c4e-86d3-75a0189956a597677d45-ace0-45d5-a7d1-a4e07d89c3904d15f091-086e-48d7-88d8-edcbc168614fef21fd82-b29f-463f-9852-f2f6cbe09161reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_TRINDADE_ROGERIO.pdfTES_PPGEDUCACAO_2017_TRINDADE_ROGERIO.pdfTese de Doutoradoapplication/pdf3617215http://repositorio.ufsm.br/bitstream/1/15480/1/TES_PPGEDUCACAO_2017_TRINDADE_ROGERIO.pdf01545861e79d35671d3c053882acd6c8MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
dc.title.alternative.eng.fl_str_mv |
The relational dimension of today's art and current research on the teaching of contemporary art in postgraduate programmes in education |
title |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
spellingShingle |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação Trindade, Rogerio Vanderlei de Lima Estética relacional Ensino da arte Arte contemporânea Discursos sobre arte Experiência estética Relational aesthetics Art education Contemporary art Art discourses Aesthetic experience CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
title_full |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
title_fullStr |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
title_full_unstemmed |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
title_sort |
A dimensão relacional da arte do presente e o presente da pesquisa sobre o ensino da arte contemporânea em programas de pós-graduação em educação |
author |
Trindade, Rogerio Vanderlei de Lima |
author_facet |
Trindade, Rogerio Vanderlei de Lima |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pereira, Marcelo de Andrade |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1518610535671838 |
dc.contributor.referee1.fl_str_mv |
Victorio Filho, Aldo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4856601990720597 |
dc.contributor.referee2.fl_str_mv |
Bandeira, Belkis Souza |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0910318995270819 |
dc.contributor.referee3.fl_str_mv |
Oliveira, Marilda Oliveira de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7835230852202032 |
dc.contributor.referee4.fl_str_mv |
Noyama, Samon |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4136748079494222 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1771149085825080 |
dc.contributor.author.fl_str_mv |
Trindade, Rogerio Vanderlei de Lima |
contributor_str_mv |
Pereira, Marcelo de Andrade Victorio Filho, Aldo Bandeira, Belkis Souza Oliveira, Marilda Oliveira de Noyama, Samon |
dc.subject.por.fl_str_mv |
Estética relacional Ensino da arte Arte contemporânea Discursos sobre arte Experiência estética |
topic |
Estética relacional Ensino da arte Arte contemporânea Discursos sobre arte Experiência estética Relational aesthetics Art education Contemporary art Art discourses Aesthetic experience CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Relational aesthetics Art education Contemporary art Art discourses Aesthetic experience |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The following thesis investigates the relational dimension inscribed in today's art devices and their possible influences on research on the teaching of art today; it is based on the aesthetic theory popularized by philosopher Nicolas Bourriaud – Relational Aesthetics – with his approach to new collective-cognitive-essays, observed in artistic propositions and their forms during the 1990s. This research consisted of an eminently theoretical reflection based on a qualitative bibliographical survey. The central question focused on understanding how relational aesthetics' assumptions are articulated with different approaches to the teaching of contemporary art; this problematic was developed with a view to understanding the modes of appropriation of contemporary art by the educational field – by researches developed in master's and PhD courses in education over the last few years – through analysis, from the point of view of the Relational Aesthetics, of the emerging approaches and discourses on contemporary art today. In order to problematise the discourses that legitimized modern art and other emerging discourses about artworks produced after 1960, the theories proposed by Arthur Danto, Giorgio Agamben, Anne Cauquelin, Jacques Rancière, and others, were used as theoretical support. Other researchers of the intersection between art and education, such as Fernando Hernández, Raimundo Martins and Marilda Oliveira de Oliveira were also included and contributed to the understanding of possible relations between education through art and the most well-accepted artistic propositions nowadays. Thus, after analyzing the scarce production about the topic in this field, the existence of a temporal, conceptual and methodological mismatch between some approaches of the teaching of contemporary art – in addition to the ambiguous presence of the relational dimension in the proposals analysed by the researches –, the existence of a temporal, conceptual and methodological gap between some approaches of the teaching of contemporary art was verified – seen under the light of researches in the field of education and contemporary art production. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-11-30 |
dc.date.accessioned.fl_str_mv |
2019-01-30T10:32:24Z |
dc.date.available.fl_str_mv |
2019-01-30T10:32:24Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15480 |
url |
http://repositorio.ufsm.br/handle/1/15480 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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