Teresa Torres de Eça

Educação através da arte para um futuro sustentável

Education through art has a crucial role in the development of a sustainable development because it promotes creativity, innovation and critical thinking. Such skills are necessary to acquire an emancipating culture of equality and social responsibility, essential conditions to develop a sustainable future. If directed towards citizenship and education for values, the holistic nature of art education may transform the curriculum and reform school through transdisciplinary projects breaking boundaries between knowledge areas and enabling unique learning sites. However, this will only be possible if we reformulate current education paradigms and art education approaches and teacher training.

Visual Arts Education and the Challenges of the Millennium Goals

The chapter discusses current paradigms in visual art education in light of the results of an international survey conducted in 2013 with members of The International Society for Education Through Art (InSEA) and readings of official documents from OECD and UNESCO. Some results of the survey are described and interpreted according to different survey participants’ narratives about the value of visual arts education in the schools. The concept of skills for the new millennium is analyzed in relation to past and present rationales of arts education. Standards in Visual Arts education are revisited in light of the InSEA survey findings and the educational skills defined by UNESCO (UNESCO, Education strategy, 2014–2021, 2014). The chapter concludes with a discussion about the need to understand the role of arts in education and education through the arts in general to prepare students with knowledge about art and the world they live by thinking critically, using problem-solving skills and developing skills for living together in harmony.

'No Caminho para Casa': ativismo na investigação artística

A arte contemporânea permite questionar e refletir sobre as acoes sociais e politicas do dia a dia de uma forma ativista, poetica e metaforica e responder aos paradigmas atuais, utilizando tecnicas performativas hibridas de comunicacao e questionamento. Metodologias de investigacao usadas nas artes aproximam-se desta contemporaneidade proxima da realidade vigente e apresentam novos caminhos/metodos mais proximos do processo criativo daquele que investiga. A a/r/tografia, aqui apresentada, e um conceito aglutinador de processos artisticos proprios do artista/investigador e professor que reclama uma pratica mais proxima de uma Educacao Artistica, colaborativa e participativa. Este texto e um dialogo entre um exemplo de projeto a/r/tografico e as suas caracteristicas emancipatorias, ativistas e eticas.

Submergir-se: incorporar espaços (in)habitáveis

This paper reports some collaborative research projects that were based more on concepts than on methods. The starting point was the question of boundary places, the in-between places where art education can call on its hybridity. We describe strategies of artistic performance, as the pedagogy in places of collaborative construction of learning, in order to call on attitudes that may lead to provocation of visibility of an art education committed to the real world. We will talk about actions developed with a number of teachers, in contexts of formal and non-formal education, in Brazil and in Portugal, the need to work in network and to use the potential that technologies of communication offer.