Investigación en educación artística: narrativas, realidades y ficciones
[EN] I wish to share a reflexive perspective on an ongoing research process corresponding to the doctoral thesis called Constructing meaning from the lived experience. Relations between discourses and practices present in artists/university professors. This dissertation expects to give an account of...
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| Format: | Book chapter |
| Publication date: | 2015 |
| Country: | España |
| Institution: | Universitat Politècnica de València (UPV) |
| Repository: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Language: | Spanish |
| OAI Identifier: | oai:riunet.upv.es:10251/88622 |
| Online Access: | https://riunet.upv.es/handle/10251/88622 |
| Access Level: | Open access |
| Keyword: | Arte Producción artística Estética Teoría del Arte Gestión cultural Educación artística Investigación artística |
| Summary: | [EN] I wish to share a reflexive perspective on an ongoing research process corresponding to the doctoral thesis called Constructing meaning from the lived experience. Relations between discourses and practices present in artists/university professors. This dissertation expects to give an account of constructions, relationships and tensions that are present in the classroom (discourses, theories, practices, knowledge) focused on the experience, both educational and artistic, of a group of college arts professors and my relationship with them as a colleague. This is developed in the framework of the PhD in Arts and Education, of the Faculty of Fine Arts at the University of Barcelona. Here, ways to narrate the experience of the professors are put in relation with their professional formation and with the context in which each one develops its profession (school, university, informal sphere), also questioning me as a researcher.This points out relevant issues in the discussion of research in arts education in our context, having as a starting point some understandings of the pedagogic and some transits between the teaching of arts and arts education; in which is possible to resignify research in arts and arts education where realities and fictions, as narratives coexist. Methodological commitment is made from the narrative inquiry that, for the specific case, articulates biographical (interviews and conversations with professors) ethnographic (collected from field notes, audio interventions, student papers and official documents) and visual elements (photographs of classes and videos of final projects and their feedbacks). Considering it a hybrid strategy that whishes to contribute to discussions of art as a field of knowledge, to the debate about research methodologies in arts education and its social impact. |
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