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Advisor(s)
Abstract(s)
Se há termos e conceitos que dependem absolutamente dos seus contextos de uso para que os possamos compreender melhor, o conceito grego de paideia parece ser um deles. Significa isto que, impossibilitados de viajar no tempo até esse período áureo da civilização grega, que se considera comummente o século V a.C, hoje apenas podemos fazer aproximações ao que significava e, sobretudo, ao que deveria efetivamente pressupor a paideia para o polites da cidade grega. Que homem completo podemos educar se já foi fragmentado em disciplinas pelos tradicionais processos de escolarização e pelas hierarquias que definem que conhecimento é mais importante que outro? Nos isolamentos e solidões impostos a partir de cima, com
decisões confinantes de natureza política, com as quais se tenta regular e combater a instauração do caos, emergem resiliências e resistências nas propostas e estratégias com que (alguma) a educação artística procura responder à crise. É dessa(s) narrativa(s) que trata este texto.
If there are terms and concepts that absolutely depend on their contexts of use for us to better understand them, the Greek concept of paideia seems to be one of them. This means that, unable to travel back in time to that golden period of Greek civilization, which is commonly considered to be the fifth century BC, today we can only make approximations to what paideia meant and, above all, to what it should effectively presuppose for the polites of the Greek city. What kind of complete man can we educate if he has already been fragmented into disciplines by traditional schooling processes and by the hierarchies that define which knowledge is more important than another? In the isolations and solitude imposed from above, with confining decisions of a political nature, with which we try to regulate and combat the establishment of chaos, resilience and resistance emerge in the proposals and strategies with which (some) art education seeks to respond to the crisis. It is about this (those) narrative(s) that this text is concerned.
If there are terms and concepts that absolutely depend on their contexts of use for us to better understand them, the Greek concept of paideia seems to be one of them. This means that, unable to travel back in time to that golden period of Greek civilization, which is commonly considered to be the fifth century BC, today we can only make approximations to what paideia meant and, above all, to what it should effectively presuppose for the polites of the Greek city. What kind of complete man can we educate if he has already been fragmented into disciplines by traditional schooling processes and by the hierarchies that define which knowledge is more important than another? In the isolations and solitude imposed from above, with confining decisions of a political nature, with which we try to regulate and combat the establishment of chaos, resilience and resistance emerge in the proposals and strategies with which (some) art education seeks to respond to the crisis. It is about this (those) narrative(s) that this text is concerned.
Description
Keywords
Educação artística Interioridade Autoconhecimento Resiliência Art Education Interiority Self-knowledge Resilience