A educação artística como ferramenta de desenvolvimento do espírito cívico : autoconhecimento e relacionamento experimental com a cidade
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2024
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Este Relatório tem como ponto de partida a relação entre a Educação Artística e Cívica. O Relatório explora as várias conexões, uniões, ligações entre estas duas formas de educação, problematizando o autoconhecimento e a arte experimental como ferramentas para o desenvolvimento cívico do jovem no contexto social. A hipótese desenvolvida neste relatório confirma a aliança entre o indivíduo e a cidade, que se afirma como recurso educativo. Adoto no âmbito desta tese como conceito central A Estética Relacional - teoria desenvolvida por Nicolas Bourriaud - que descreve a importância das redes de trocas entre artistas nos processos artísticos atuais. Assumo neste relatório a convicção que a arte pode acontecer em um e qualquer lugar. Na parte teórica do Relatório vou aplicar o conceito de Nicolas Bourriaud à relação entre o artista e a cidade. Vou adaptar a rede de conexões entre atores culturais, ao relacionamento do indivíduo com a cidade, igualando a cidade à rede. A Cidade tem um valor educativo imensurável, permitindo novas formas de apropriação visual. Funciona como construtora de conhecimento e da identidade, e estimula o diálogo entre indivíduos, territórios e épocas de uma forma estética. O Relatório explora também a Cidade na sua relação franca com a Arte Urbana - como forma de expressão da consciência cívica. Nas suas partes teóricas e práticas a tese tem como objetivo descobrir e encontrar ferramentas artísticas que estimulem o autoconhecimento. Demonstro que uma educação artística que promove o relacionamento experimental do aluno com a cidade (e que não segue necessariamente um estilo artístico predefinido e histórico), pode estimular o desenvolvimento do espírito cívico. Durante as aulas no âmbito da Prática de ensino supervisionada (PES) desenvolvemos trabalhos de arte bruta, que foi uma abordagem que surgiu naturalmente. Os trabalhos resultaram de um relacionamento livre com a cidade, que revelou-se como uma metodologia eficiente de autoconhecimento social e pessoal. Através do autoconhecimento pretendemos estimular o desenvolvimento da consciência cívica dos alunos. Palavras-chave: Educação artística, Autoconhecimento, Espírito Cívico, Arte Relacional, Arte pública, Arte Urbana e Arte Bruta
This report starts with the relationship between Artistic and Civic Education. It explores various connections, unions, and links between these two forms of education, addressing self-awareness and experimental art as tools for the civic development of young individuals in a social context. The hypothesis developed in this report confirms the alliance between the individual and the city, asserting itself as an educational resource. Within the scope of this thesis, I adopt the central concept of Relational Aesthetics – a theory developed by Nicolas Bourriaud – which describes the importance of exchange networks among artists in contemporary artistic processes. In this report, I maintain the conviction that art can happen anywhere. In the theoretical part of the report, I apply Nicolas Bourriaud's concept to the relationship between the artist and the city. I adapt the network of connections between cultural actors to the individual's relationship with the city, equating the city to a network. The city has immeasurable educational value, allowing new forms of visual appropriation. It functions as a builder of knowledge and identity, fostering dialogue between individuals, territories, and epochs in an aesthetic way. The report also explores the city in its frank relationship with Urban Art – as an expression of civic consciousness. In its theoretical and practical parts, the thesis aims to discover and find artistic tools that stimulate self-awareness. It demonstrates that artistic education promoting the student's experimental relationship with the city (not necessarily following a predefined and historical artistic style) can stimulate the development of civic spirit. During the lessons within the scope of Supervised Teaching Practice (PES), we developed works of raw art, which naturally emerged as an approach. The works resulted from a free relationship with the city, proving to be an efficient methodology for social and personal selfawareness. Through self-awareness, we aim to stimulate the development of students' civic consciousness. Keywords: Artistic Education, Self-awareness, Civic Spirit, Relational Art, Public Art, Urban Art, and Raw Art
This report starts with the relationship between Artistic and Civic Education. It explores various connections, unions, and links between these two forms of education, addressing self-awareness and experimental art as tools for the civic development of young individuals in a social context. The hypothesis developed in this report confirms the alliance between the individual and the city, asserting itself as an educational resource. Within the scope of this thesis, I adopt the central concept of Relational Aesthetics – a theory developed by Nicolas Bourriaud – which describes the importance of exchange networks among artists in contemporary artistic processes. In this report, I maintain the conviction that art can happen anywhere. In the theoretical part of the report, I apply Nicolas Bourriaud's concept to the relationship between the artist and the city. I adapt the network of connections between cultural actors to the individual's relationship with the city, equating the city to a network. The city has immeasurable educational value, allowing new forms of visual appropriation. It functions as a builder of knowledge and identity, fostering dialogue between individuals, territories, and epochs in an aesthetic way. The report also explores the city in its frank relationship with Urban Art – as an expression of civic consciousness. In its theoretical and practical parts, the thesis aims to discover and find artistic tools that stimulate self-awareness. It demonstrates that artistic education promoting the student's experimental relationship with the city (not necessarily following a predefined and historical artistic style) can stimulate the development of civic spirit. During the lessons within the scope of Supervised Teaching Practice (PES), we developed works of raw art, which naturally emerged as an approach. The works resulted from a free relationship with the city, proving to be an efficient methodology for social and personal selfawareness. Through self-awareness, we aim to stimulate the development of students' civic consciousness. Keywords: Artistic Education, Self-awareness, Civic Spirit, Relational Art, Public Art, Urban Art, and Raw Art
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VISUAL ARTS TEACHING, VISUAL EDUCATION, SELF-KNOWLEDGE, PUBLIC ART, STREET ART, CIVIC EDUCATION, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO VISUAL, AUTOCONHECIMENTO, ARTE PÚBLICA, ARTE URBANA, EDUCAÇÃO CÍVICA, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário