Entre contingências e experiências vividas... propostas para pensar um ensino crítico de artes visuais
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Data
2005-06
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Luis Edegar de Oliveira Costa
Resumo
Critical thinking and teaching have been receiving
attention from teachers and researchers in the field
of education but, less so, from visual arts teachers.
Today’s paradoxes – global/local, private/public,
identity/difference, knowledge/feelings - require
critical theorization in order to help us articulate
teaching practices with the social, political and
cultural issues that constitute them. This paper
presents and discusses three critical proposals to
think the curriculum construction in visual arts.
Answering to the necessity to especulate and open
epistemological ways that offer possibilities for art
teachers to engage with critical practices, issues
such as ‘power’, ‘knowledge’, ‘identity’, ‘daily life’ and
‘affects’ are stressed in this discussion.
Descrição
Palavras-chave
Pedagogia crítica, Ensino de arte, Currículo, Prática educativa, Experiência vivida, Critical pedagogy, Art teaching, Curriculum, Educational practice, Lived experience
Citação
MARTINS, Raimundo; TOURINHO, Irene. Entre contingências e experiências vividas... propostas para pensar um ensino crítico de artes visuais. Visualidades, Goiânia, v. 3, n. 1, jan./jun. 2005. Disponível em: <https://www.revistas.ufg.br/VISUAL/article/view/17934/10698>.