Inclusion art and teaching pathways to pedagogical Innovation

• Autor(a) principal: Coelho, Marcelo Bafica
• Data de Publicação: 2018
• Outros Autores: Pisetta, Maria Angélica Augusto de Mello
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11651
• topic: Pedagogical Innovation; Inclusion; Interculturality; Art; Teaching; Innovación pedagógica; Inclusión; Interculturalidad; Arte; Docencia; Inovação Pedagógica; Inclusão; Interculturalidade; Arte; Docência

The International Observatory of Inclusion, Interculturality and Pedagogical Innovation has proposed to us, as research professors, to rethink our formative processes and the processes of formation that we practice, in a collaborative way. In this work, we intend to reflect on teaching in times of university discourse impacted by the current capitalism, in which the authorship of the teacher can be a challenge, proposed in the permanent construction of a teaching always in question. Due to the spraying of the style and the subjectivity of the teacher in the present time, we live a constant demand for improvement. In addition, as the right to education, the universalization of basic education and the democratization of access to higher education are expanded, more and more people enter into the school space who were previously invisible or disregarded as subjects of knowledge. In order to make education a space for dialogue between such variability, we must seek new paths for pedagogical innovation that is necessary. But what would be pedagogical innovation? Our proposal is to position ourselves and think this concept in articulation with the process of inclusion and interculturality. In this sense, we chose, among others, art as one of the most potent resources of questioning curricula pein response to the emancipatory demands of the present historical moment and the political scene in which we are immersed.