Conspiratorial talks in favor of Arts-Based Educational Research
DOI:
https://doi.org/10.5902/1983734838253Keywords:
Arts-based educational research, Criteria for analysis, Image, Teaching in artAbstract
This paper presents the Arts-Based Educational Research (ABER) and the relevance of this investigative approach to promote experiences, insights, and, as a consequence, knowledge. At the same time, historical frameworks and hegemonic modes of production of knowledge are questioned. The exposition of arguments on the relations among art, teaching and research also involves the use of image, which is not an attachment of the research. The aim of this text is to provoke reflections and fortifications about (which is why this is a conspiracy in favor of) what we want when we are using artistic approaches in teaching and research. For this, we consider important to present North American authors who provided conditions and systematized criteria for the establishment of arts-based research.
Downloads
References
BARBOSA, A. M. Recorte e colagem: influência de John Dewey no ensino da arte no Brasil. 2 ed. São Paulo: Cortez, 1989.
BARBOSA, A. M. John Dewey e o ensino da arte no Brasil. 4 ed. São Paulo: Cortez, 2001.
BARONE, T. On acceptance of the award for outstanding contributions to Arts-Based Educational Research. Arts-Based Educational Research SIG Business Meeting, American Educational Research Association annual meeting, Vancouver, April, 2012.
BARONE, T.; EISNER, E. W. Arts based educational research. In: GREEN, J. L. (Org.). Handbook of complementary methods in educational research. New York: Routledge, 2006. p. 95-106.
DEWEY, J. Art as experience [John Dewey: The later works, 1925-1953]. Carbondale: Southern Illinois University Press (Original work published 1934), 1989.
DIAS, B. A/r/tografia como metodologia e pedagogia em artes: um introdução. In: DIAS, B.; IRWIN, R. L. (Orgs.). Pesquisa educacional baseada em arte: a/r/tografia. Santa Maria: Ed. da UFSM, 2013. p. 21-26.
EISNER, E. W. The enlightened eye: qualitative inquiry and the enhancement of educational practice. New York: Macmillan, 1991.
EISNER, E. W. Cognition and curriculum reconsidered. 2 ed. New York: Teachers College Press, 1994.
EISNER, E. W. The arts and the creation of mind. New Haven: Yale University Press, 2002.
FOUCAULT, M. The order of things: an archaeology of the human sciences. New York: Pantheon Books, 1971.
GOODMAN, N. Ways of worldmaking. Indianapolis: Hackett Publishing, 1978.
HERNÁNDEZ-HERNÁNDEZ, F. Artistic research and arts-based research can be many things, but not everything. In: CONFERENCE ON ARTS-BASED AND ARTISTIC RESEARCH, 1., 2013, Barcelona. Anais… Barcelona: University of Barcelona, 2013. p. viii-xi.
IRWIN, R. L. A/r/tografia. In: DIAS, B.; IRWIN, R. L. (Orgs.). Pesquisa educacional baseada em arte: a/r/tografia. Santa Maria: Ed. da UFSM, 2013. p. 27-35.
LINCOLN, Y. S.; GUBA, E. G. Controvérsias paradigmáticas, contradições e confluências emergentes. In: DENZIN, N. K.; LINCOLN, Y. S. (Orgs.). O planejamento da pesquisa qualitativa: teorias e abordagens. Porto Alegre: Artmed, 2006. p. 169-192.
LOPONTE, L. G. Arte contemporânea, inquietudes e formação estética para a docência. Educação e filosofia. Uberlândia, v. 28, n. 56, p. 643-658, jul./dez. 2014.
O'DONOGHUE, D. Are we asking the wrong questions in arts-based research? Studies in Art Education, v. 50, n. 4, p. 352-368, 2009.
OLIVEIRA, M. O. Contribuições da perspectiva metodológica ‘investigação baseada nas artes’ e da a/r/tografia para as pesquisas em educação. In: REUNIÃO NACIONAL DA ANPED, 36., 2013, Goiânia. Anais… Goiânia: Universidade Federal do Goiás, 2013. p. 1-16.
PARISER, D. Who needs Arts-Based Research? In: CONFERENCE ON ARTS-BASED AND ARTISTIC RESEARCH, 1., 2013, Barcelona. Anais… Barcelona: University of Barcelona, 2013. p. 62-69.
PIMENTEL, L. G. Processos artísticos como metodologia de pesquisa. Ouvirouver, Uberlândia, v. 11, n. 1, p. 88-98, jan./jun. 2015.
POLANYI, M. The tacit dimension. Garden City: Anchor Books, 1967.
ROSIEK, J. Art, agency, and inquiry: making connections between new materialism and contemporary pragmatism in arts-based research. In: CAHNMANN-TAYLOR, M.; SIEGESMUND. R. (Orgs.). Arts-based research in education: foundations for practice. 2 ed. New York: Routledge, 2018. p. 32-47.
SAMAIN, E. As imagens não são bolas de sinuca. Como pensam as imagens. In: ______. (Org.). Como pensam as imagens. Campinas: Editora da Unicamp, 2012. p.21-36.
SALDAÑA, J. Ethnodrama: an anthology of reality theatre. Walnut Creek: AltaMira Press, 2005.
SIEGESMUND, R.; FREEDMAN, K. Images as research: creation and interpretation of the visual. In: CONFERENCE ON ARTS-BASED AND ARTISTIC RESEARCH, 1., 2013, Barcelona. Anais… Barcelona: University of Barcelona, 2013. p. 17-26.
SPRINGGAY, S.; IRWIN, R. L.; LEGGO, C.; GOUZOUASIS, P. Being with a/r/tography. Rotterdam: Sense, 2008.
TOURINHO, I. Metodologia(s) de pesquisa em arte-educação: o que está (como vejo) em jogo? In: DIAS, B.; IRWIN, R. L. (Orgs.). Pesquisa educacional baseada em arte: a/r/tografia. Santa Maria: Ed. da UFSM, 2013. p. 63-70.
VASCONCELLOS, S. T.; OLIVEIRA, M. O.; MARTINS, M. C. Research in education and artistic methodologies: across borders, connections and shares. EUROPEAN CONGRESS OF QUALITATIVE INQUIRY, 1., 2017, Leuven. Anais… Leuven: KU Leuven, 2017. p. 217-227.
