El papel de las imágenes en una investigación con jóvenes desde un enfoque cercano a la investigación basada en las artes

The current article reflects on the role of images in an educative investigation with young people from a nearly arts-based research approach. Unlike other investigation forms which resort to the image as a source of evidence, means of documentation or as a mere picture, it is here considered as a crossroads to meet, a vibrations center –where everything echoes instead of following or fitting– which allows us to glimpse what in other contexts would remain unexplored.

Cómo indagar cuando el ojo se salta el muro

This article presents a review about the current state of art education theories and the relationships between arts education research and arts education practices.

Preparando vitela e produzindo mulheres – cadernos de receita como locais de escrita sobre construções do feminino

This article seeks to examine, from cookbooks and recipes blogs, questions about the discursive construction of the feminine gender throughout history and its dialogues with the contemporaneity. In order to do that, I do this written text from the approaches of narrative research (MARTINS and TOURINHO, 2009; BOLIVAR, DOMINGO and FERNANDEZ, 2001) and the concept of blogs and cookbooks as archives (SALOMON, 2001 and FOUCAULT, 1997). I emphasize the importance of access to writing in the process of construction of the feminine (CUNHA, 2006) as well as identity issues that emerge from practices (CERTEAU and GIARD, 2000, 2003; MONTANARI, 2009).

Una investigación a/r/tográfica sobre la experiencia del silencio en las clases de la universidad

This paper reports on a process that is part of a research project conducted in the context of the class Arts-based research, offered within the Fine Arts degree, at the University of Barcelona. The trajectory followed in this learning experience led us to investigate the rationale and practice of a/r/tography. By using some of the characteristics of this research approach, an audiovisual narrative in video was developed. This paper gives an account of the authors’ role in this process, and relates to what extent a/r/tography as a process of inquiry contributed to the experience of silence in the university classes.

Instanciando mecanismos de a/r/tografia no processo de criação em arte digital/computacional

In this essay we bring into discussion how a/r/tography mechanisms or approach could be instantiated in the creation process cycle in digital art or computer art in order to more effectively identify practices of borderland experiencing, reshaping, rethinking, redoing and remaking that transforms the creation process into a research process, where the creative person enhances continuously the meaning of his/her artwork.

La fotografía artística como referente en la visualización del espacio escolar

In this paper artistic photography will be presented as a methodological approach to the visual concept of education mainly in two ways: first, we propose photography as an aesthetic value in documentary information within image-based educational research; second, through a visual essay, we will propose different visual compositions about four key issues for the construction of the visual school concept. Artists interested in photography have approached the school and education creating an extensive visual archive since the late 19th century. Beyond the documentary value of these images, we hypothesize that these images can be important to our intuitions and ideas about school and education. In the work that follows, we distinguish between art photography and documentary photography, basically to point out the predominance of aesthetic information above the use of referential realism that prefer documentary photography. On the other hand, our visual discourse is structured around five photo essays, organized each one with two photographs made by the author along with two visual quotations in the history of photography. These photo-essays have been organized by contrasting the four main topics that documentary and art photography has traditionally preferred: the school environment, the students, the teachers and the interactions between them. In the following photo-essays, we propose cross-readings between these four themes. The result of these visual interference and free associations offers some visual findings of our study.

Em deslocamento: possíveis trânsitos entre a escrita de um diário de pesquisa e os diários de campo etnográficos

The article focuses on the development of a possible dialogue between my research journal and thefield diaries written byanthropologists during their ethnographic immersions. In this sense writing about the aspects that motivated the production of this journal, built during the first year in Programa de Pós Graduação em Arte e Cultura Visual, of Universidade Federal de Goiás (PPGACV / FAV /UFG) and its relevance in the context of my doctoral research, within its themati axis: territorial displacements. The theoretical background of the research is based mainly in Deleuze (1988) questions about displacements; Eckert and Rocha(2008), Clifford (1991) and Silva (2005) in terms of ethnographic writing, among other dialogues that make up the text.

Acção/Investigação em Educação Artística: em busca de uma narrativa renovada, implicada na construção pertinaz de uma democracia agonística

“Nó e labirinto tornam-se assim a imagem estrutural do próprio saber: um saber aberto interdisciplinar, em movimento, sempre sujeito ao risco da perda de orientação.” CALABRESE (1987:151/2) In the times we live in, which belong to the contemporary that links the implications of production (thought / action) to the social, to what corresponds the impetus of a teacher / artist / researcher to be engaged with ‘arts education research’ ? The direction taken by the author of this article is politically assumed, intrinsic to the cultural, where the foundations of the practices of action / research are questioned. This is the framework that offers the possibility for renewing ‘arts education’ narratives in order to explain their indispensability in the construction of social subjects, through the confrontations that are relational to them, and to promote the affirmation of a shared critical positioning towards the hegemonic values , activating agonistic practices of deconstruction facing the cultural and social dominant values as well as the explanation of utopias. The specific nature of the ‘artistic’ is treated as core feature of ‘research in art education’, shaping its meaning and processes, but where the use of models coming from the ‘human sciences’, the ‘sciences of education’, or the ‘science of art’, not provide this kind of research with enough opportunities to produce action / thought. Therefore, we seek to understand the need for expanding the existing debate to social statement that opens up to other ways of research, by using languages that more appropriate to the relational and intersubjective field where ‘art education’ inhabits.