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Advisor(s)
Abstract(s)
Este estudo propõe-se a fazer uma leitura crítica dos documentos orientadores oficiais que definem a Educação Artística em Portugal. Dez anos passados da Conferência Mundial de Educação Artística (2006), realizada em Lisboa, da qual emanaram diretrizes para a promoção e valorização internacional deste setor, torna-se oportuno – dada a relevância política do acontecimento – identificar e analisar as iniciativas específicas tomadas desde então pelos poderes políticos portugueses.
Foram definidos os seguintes objetivos: i) Mapear a publicação de documentos sobre Educação Artística em Portugal, entre 2006 e 2016; ii) Perceber as orientações político-pedagógicas para a área da Educação Artística formal, presentes nos documentos publicados entre 2006 e 2016; iii) Compreender os termos em que os atos produzidos entre 2006 e 2016 incentivam a criação de medidas de apoio e financiamento à Educação Artística.
Enquadra-se no paradigma interpretativo e segue uma abordagem do tipo qualitativo, assente em pesquisa e análise documental. O corpus documental é composto por atos publicados em Diário da República entre 2006 e 2016, subordinados à pesquisa “Educação Artística”.
Os resultados permitiram obter conclusões significativas, como, entre outras: (i) as linhas orientadoras dos governos constitucionais (2006-2016) e as conceções ideológicas subjacentes não são claras nem se distinguem entre si de forma acentuada; (ii) a relação entre as orgânicas ministeriais, os discursos e as iniciativas sobre a Educação Artística mostram uma dualidade quanto à atribuição de valor a esta área; (iii) as principais opções curriculares para esta área revelam tendências de desvalorização em detrimento de outras áreas; (iv) a Educação Artística encontra expressão em termos de apoios na dimensão “local”, ainda que se revele destruturada quanto à sua implementação; (v) as ações de promoção diretas e indiretas não são claras, nem seguem uma linha orientadora que permita conferir estabilidade à área da Educação Artística.
Abstract This study intends to make a critical reading of the official documents that define Arts Education in Portugal. Ten years after the World Conference on Arts Education (2006) held in Lisbon, which gave guidelines for the promotion and international appreciation of this sector, it is opportune - given the political relevance of the event - to identify and analyze the specific initiatives that have taken place since then by the Portuguese political powers. The following goals were defined: i) Map the publication of documents on Arts Education in Portugal, between 2006 and 2016; ii) To understand the political-pedagogical orientations for the area of formal Arts Education, present in the documents published between 2006 and 2016; iii) Understand the terms in which the documents produced between 2006 and 2016 encourage the creation of initiatives to support and finance Arts Education. It fits within the interpretative paradigm and a qualitative approach, based on research and documentary analysis. The corpus of documents is composed by documents published in “Diário da República” between 2006 and 2016 subordinated to the research "Arts Education". Among other conclusions, the data allowed us to conclude: (i) the guiding principles of constitutional governments (2006-2016) and the underlying ideological concepts are not clear and are not distinguish; (ii) the relationship between ministerial instances, discourses and initiatives on Arts Education show a duality in the attribution of value to this area; (iii) the main curricular options for this area reveal devaluation tendencies to the detriment of other areas; (iv) Arts Education finds expression in terms of financial in the "local" dimension, although it is not structuralized in its implementation; (v) direct and indirect promotion actions are not clear, nor do they follow a guideline that allows stability to the area of Arts Education.
Abstract This study intends to make a critical reading of the official documents that define Arts Education in Portugal. Ten years after the World Conference on Arts Education (2006) held in Lisbon, which gave guidelines for the promotion and international appreciation of this sector, it is opportune - given the political relevance of the event - to identify and analyze the specific initiatives that have taken place since then by the Portuguese political powers. The following goals were defined: i) Map the publication of documents on Arts Education in Portugal, between 2006 and 2016; ii) To understand the political-pedagogical orientations for the area of formal Arts Education, present in the documents published between 2006 and 2016; iii) Understand the terms in which the documents produced between 2006 and 2016 encourage the creation of initiatives to support and finance Arts Education. It fits within the interpretative paradigm and a qualitative approach, based on research and documentary analysis. The corpus of documents is composed by documents published in “Diário da República” between 2006 and 2016 subordinated to the research "Arts Education". Among other conclusions, the data allowed us to conclude: (i) the guiding principles of constitutional governments (2006-2016) and the underlying ideological concepts are not clear and are not distinguish; (ii) the relationship between ministerial instances, discourses and initiatives on Arts Education show a duality in the attribution of value to this area; (iii) the main curricular options for this area reveal devaluation tendencies to the detriment of other areas; (iv) Arts Education finds expression in terms of financial in the "local" dimension, although it is not structuralized in its implementation; (v) direct and indirect promotion actions are not clear, nor do they follow a guideline that allows stability to the area of Arts Education.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Artística, na especialização de Teatro na Educação
Keywords
Educação artística Ação política Estruturas curriculares Financiamento Arts education Political action Curricular structures Financing