National Plan for the Arts a Strategy a Manifest

National Plan For The Arts a strategy a manifest

– Tree the very slow explosion of a seed Bruno Munari

8 Portico Complying with the Constitution Art and Education: international and national commitments

13 National Plan For The Arts Vision Mission Where? When? For whom? With whom? Who are we?

16 Premises and Values Culture and mediation Art and life Play and freedom Multiple languages and inclusion Aesthetic sensibility and critical thinking Uncertainty and creativity Undisciplinary and transdisciplinary Democratisation and cultural democracy Historical condition and inﬁnite tasks

20 Objectives

22 Strategic Principles

24 Strategic Action Plan Axes, programmes and measures Axis A. Cultural Policy Axis B. Empowerment Axis C. Education and Access

36 What can art do?

Cara, 2012, Aldara Bizarro © José Alfredo

Portico. 9 Portico

SAFIRA, Festival of Arts in the Landscape, Genius Loci © Vítor Marques Complying with The Resolution of the Council of Ministers also Art and Education: scientifically proven fact that art as a personal and determined the objectives and guidelines of the cultural expression presents an essential tool for the Constitution National Plan For The Arts: international and national the social and human development of children and a) Articulate, enhance and expand the existing cultural young people, developing their perception and It is important that we periodically revisit the text of and educational offering, specifically that resulting commitments imagination, enabling their comprehension of the the Constitution of the Portuguese Republic, in order from the mission, purposes and areas of intervention reality of their surroundings, and developing their to refocus our attention on the community and society of the following programs and plans: For several decades, UNESCO has played an important critical and creative capacity, constituting an ideal tool that we want to build and on the purpose of our actions. i) the National Reading Plan; role in the promotion of education for sustainable for educating emotions. Article 73 of the Constitution, having affirmed that ii) the National Cinema Plan; development (ESD). This work, continued and In Portugal, recent legislation has strengthened the role ‘everyone has the right to education and culture’, reads: iii) the Aesthetic and Artistic Education consolidated today by the Global Action Programme of the arts in education, recognising their structural In cooperation with the media, cultural associations Programme; (GAP) on ESD, catalogues and analyses the major function. Students’ Profile by the End of Compulsory and foundations, cultural and recreational groups, iv) the School Library Network Programme; global issues of our time, calling for urgent change Schooling establishes the framework of principles, cultural heritage associations, resident’s organisations v) the Portuguese Museum Network; based on new values and principles that enable values and areas of competency that the development and other cultural agents, the state shall promote b) Enable collaboration with public and private individual and community action for the construction of the curriculum must comply with. The Profile the democratisation of culture by encouraging and entities; of a more sustainable society. advocates inclusive schools that promote better learning ensuring access by all citizens to cultural enjoyment c) Strengthen the involvement of the education In , the Sustainable Development Goals (SDGs) for all. The goal is that the development of the Profile's and creation. community in cultural activities; were established and an ambitious agenda – the ¢ competency areas enables the exercise of an active and d) Encourage the participation of citizens in the arts Agenda for Sustainable Development – was drawn up informed lifelong citizenship. The document recognises Following on from this, Article © explains that: and continuously provide a range of aesthetic and with the aim of eradicating poverty and bringing about the importance of developing the skill of aesthetic and . Everyone has the right to cultural enjoyment and artistic experiences; economic, social and environmental development artistic sensibility. It also identifies problem solving and creation, together with the duty to preserve, defend e) Foster collaboration between artists, educators, on a global scale by ¢, advocating the effective critical and creative thinking as central skills that need and enhance the cultural heritage. teachers and students in order to design teaching realisation of sustainable development based on the to be stimulated by activities in which aesthetics and art . In cooperation with all cultural agents, the state and learning strategies that promote an integrated principles of universality, inclusion, responsibility, are a tool and goal. is charged with: curriculum, based on consolidated management interconnection, peace, tolerance, multiculturalism, Decree-laws no. ¤/© and no. /©, on a) Encouraging and ensuring access by all citizens of knowledge and cultural experience; citizenship and cooperation, in order to promote the inclusive education and the curriculum respectively, to the means and instruments required for cultural f) Mobilise connections between cultural, social resolution of crises and conflicts, advances in science call for inclusive schools that promote better learning activities, and correcting the country’s existing and professional agents and facilities; and technology, the reduction of inequalities and the – significant and fundamental to citizenship – for all. asymmetries in this respect; g) Favour the territorialisation of cultural and protection of human rights. This implies that schools be given autonomy to develop b) Supporting initiatives that stimulate individual educational policies, mobilising local resources so Education is crucial in order to achieve sustainable a curriculum that is appropriate for specific contexts and collective creation in its multiple forms and as to make them relevant agents and participants development and it features as an objective on its own and the needs of their students. Curricular autonomy expressions, and the mobility of high quality of teaching and learning processes; in the broad scope of action of the Agenda (SDG ¤). and flexibility enables schools to manage the curriculum cultural works and items; h) Expand the range of experiences and skills It is therefore essential to develop an approach to of primary and secondary education themselves, c) Promoting the safeguarding and enhancement provided by schools, reinforcing interactions with education that enables learners to make informed using basic curricular frameworks, allowing for the of the cultural heritage and making it an element that the community and the world; decisions and adopt responsible actions that guarantee incorporation of the arts and, consequently, the proposals inspires and gives life to a common cultural identity; i) Raise awareness of cultural institutions and their environmental integrity, economic viability and a fair and projects that have been developed by the Aesthetic d) Developing cultural relations with all peoples, agents about the social and educational dimension society for present and future generations. and Artistic Education Programme, National Reading especially those that speak Portuguese, and of their mission; The Education ¢ Agenda and SDG ¤ go Plan, National Cinema Plan, School Library Network and ensuring the defence and promotion of Portuguese j) Contribute to the achievement of competency beyond the frameworks that characterise the global Portuguese Museum Network, now united by a common culture abroad; areas defined in the Students’ Profile by the End education movement (Education for All and Millennium strategy, the mission of the National Plan For The Arts. e) Articulating the cultural policy with the other of Compulsory Schooling, approved by Dispatch Development Goal no. , among others), advocating It is also important to refer to the National Education sectoral policies. (...) no. °¤©/ of ° July, including those regarding a much broader and more demanding framework of Strategy for Citizenship, which aims to develop skills critical and creative thinking and aesthetic and artistic action, specifically regarding three essential points: for a culture of democracy and learning with an In an attempt to comply with the intention established sensibility; i) Guaranteed access to education from early impact on individual civic attitudes and interpersonal by the force of these words, the Ministry of Culture and k) Promote the awareness, integration and meeting childhood to university and lifelong learning. and intercultural relationships. The Strategy presents the Ministry of Education instituted the National Plan of cultures through the artistic and cultural ii) Commitment to an essentially inclusive an opportunity for access and the establishment of For The Arts (NPA), for the period ¯-¯, through manifestations of different communities. education that constitutes a tool to combat 1 CAPUL, M. & LEMAY, M. (2003). Da educação à intervenção social (Vo.l 1). Porto: Porto the Resolution of the Council of Ministers no. ¤/¯ inequality. Editora. CORREIA, S. C. (2011). O Papel das Equipas Criativas na Mediação Cultural. Lisbon: Instituto de Educação – Universidade de Lisboa. (Available at: http://repositorio.ul.pt/ of February: iii) Convergence towards a relevant, high quality bitstream/10451/6066/1/ulfpie039927_tm.pdf, ). CRAFT, A. et al. (2004). Criatividade (...) in view of the need to coherently organise, education, so that the knowledge and skills e Educação. s.l.: Associação Educativa para o Desenvolvimento da Criatividade. EISNER, E. E. (2008). O que pode a educação aprender das artes sobre a prática da promote and implement the cultural offering for developed enable individual success and global educação? Currículo sem Fronteiras. V.8, no. 2, pp.5-17, Jul/Dec. (Available at: http:// the education community and all citizens, using an citizenship. www.curriculosemfronteiras.org/vol8iss2articles/eisner.pdf,). LOPONTE, L. G. (2008). Arte e metáforas contemporâneas para pensar infância e educação. In Revista approach of lifelong learning and in partnership with For UNESCO, an integral education requires involvement Brasileira de Educação, vol.13, no.37, Jan/Apr. (Available at http://www.scielo.br/pdf/ rbedu/v13n37/10.pdf, MARUJO, H. A., NETO, L. M., PERLOIRO, M. F. (2002). Educar public and private entities, a National Plan For The in cultural heritage and the arts. para o Optimismo. Lisbon: Editorial Presença. RAPOSO, M. E. S. (2004). A Construção Arts must be established. To this end, it is important Art is a universal language, which conveys meanings da Pessoa: Educação Artística e Competências Transversais. Lisbon: Faculdade de Ciências e Tecnologia – Universidade Nova de Lisboa. (Available at: http://run.unl.pt/ to create a structure that is capable of bringing that are impossible in any other kind of language, handle/10362/77). READ, H. (2010). Educação Pela Arte. Lisbon: Edições 70 together and integrating work that has already whether semantic, dialogical or scientific. Thus, SOUSA, A. B. (2003a). Educação Pela Arte e Artes na Educação. Vol. 1l: Bases Psicopedagógicas. Lisbon: Instituto Piaget. SOUSA, A. B. (2003b). Educação Pela Arte been done and provide it with the logical continuity education for citizenship, social change and collective e Artes na Educação. Vol. 3: Música e Artes Plásticas. Lisbon: Instituto Piaget. VASCONCELOS, T. (2009). Prática Pedagógica Sustentada. Cruzamento de saberes of a holistic approach, fulfilling the missions of each well-being is only possible if education includes e de competências. Lisbon: Edições Colibri / Instituto Politécnico de Lisboa. of the already established programmes and plans. an artistic and patrimonial dimension. It is now a

12 Portico 13 Portico the arts in schools, taking into account the coincidence 2 Namely the report Artistic education and the promotion of the arts from a public policy Culture and mediation perspective, coord. Augusto Santos Silva, from 2000; the National Plan for Education and of the themes of citizenship and development and Culture, coord. Jorge Barreto Xavier, from 2004; the 2020 Culture Studies, organised by those that have appeared in artistic manifestations Jorge Barreto Xavier, from 2014; and the National Strategy for Education and Culture, by Culture, which can be understood as the formation of attention, allows us to expand our human experience and Jorge Barreto Xavier, from 2015. National Plan over the years. reshape the horizon of possibilities in which we find ourselves. Thus, following the analysis of documents and Contrary to the idea that we are born with immediate knowledge of ourselves or of the community that we wish international recommendations on education, to build, we assume that cultural manifestations are the necessary mediation for the personal recognition of each art and heritage and national legislation for the of us and of the community that we are and which we design: we build our identity in dialogue with this deposit of area of education; after analysing reports, studies humanity that resides in heritage (material and immaterial) and in works of art. We refer to culture and art in the For The Arts and national plans previously carried out ; and plural, considering the multiplicity of their manifestations – music, dance, literature, visual arts, cinema, performance, considering the suggestions and concerns of agents photography, theatre, architecture, design, multimedia, etc. –, transcending the boundaries between popular and in the sector, we present this strategic five-year plan erudite, traditional and contemporary, and taking into account the new languages created by the young. for ¯-¤, hoping that it will form the basis of an action in conjunction with reflection, discussion and collaboration. Art and life What would life be without music and literature, architecture and design, cinema and painting, dance and theatre? We understand the arts as part of life – and not a parallel world, situated beyond our existence or residing in an isolated sphere of ‘culture’. In the words of Sophia de Mello Breyner Andresen, in her intervention in the Constituent Assembly, on September ¯: ‘(...) culture is not a luxury of the privileged, but a fundamental need of all men and all communities. Culture does not exist to embellish life, but to transform it – so that man can build and build himself in conscience, in truth and freedom, and in justice (...).’ In this respect, aesthetics is not much different from ethics or politics. With this certainty, we hope to do what many artists have attempted since the ¯°s and s: combine art and life, revealing them as one unit. Thus, we value not only the artistic object, but also the creative process and aesthetic attitude.

Play and freedom

The arts can teach us the invaluable lesson of gratuity: that of free time, without any reason or motive, that of disinterested pleasure before beauty. In a time marked by utilitarianism and the desire for efficiency and productivity, this subversion is decisive. It is the same subversion that we appreciate in play, games and parties. Thus, the participation of society and learning communities in the arts and artistic expressions leads to the promotion of education associated with pleasure, games and creativity. Feeling and enjoying oneself cannot be in opposition to learning and knowing. Artistic practices are able to renew pedagogical processes – avoiding an instrumental logic of the use of the arts and their domestication. Therefore, by combining education and culture (in the plural) we can foster the experience of an ‘open space’ which values contemplation, play, discovery, gratuity and freedom. It is a way of saying ‘yes’ to the visual force of life – without the weight of fear of error. As this lesson attributed to Aristophanes indicates, ‘education is kindling of a flame, not the filling of a vessel’.

Multiple languages and inclusion

We understand education as a lifelong process of learning, which builds the fundamental knowledge, abilities and attitudes for a person's integral development in a participative and collective way. The arts, cultural activities, and access to material and immaterial heritage increase the quantity and quality of a person's experiences and skills, opening them up to the community and the world. School, as a learning community in which all members are cocreators of this learning, should promote access to the diversity of heritage and the appropriation of different artistic languages and expressions. There are multiple languages and different forms of personal expression and understanding of the world that we should help to develop: different languages in which we can speak and understand ourselves. The arts thus allow us to ﬁnd other codes that complement those which we have put at the centre of our society and education: verbal language

and logical reasoning. We overrationalise education and fail to put enough emphasis on Culture and mediation

Nocturno © Estelle Valente

14 Portico Vision () Where? Consulting Body Agents The cultural commitment Across the country. NPA Scientiﬁc Artists; the education community; proposed by the National Plan For Committee – President: Maria de cultural institutions; other The Arts (NPA) will be integrated When? Assis. governmental bodies; local into the lives of people and ¯-¯ authorities; foundations; higher organisations as an assumed factor Plans, Networks and Partner education institutions; media; of their sustainable development – For whom? Programmes associations and collectives; so that the NPA will eventually Citizens of all ages, in particular National Reading Plan, National other public and private partners. become irrelevant. children and young people. Cinema Plan, Aesthetic and Artistic Education Programme, School Who Are We? Mission With whom? Library Network Programme, Executive Committee and The NPA promotes social change, Authority Portuguese Museum Network and Technical Team mobilizing the educational power Ministry of Culture and Ministry National Sound Archive. Paulo Pires do Vale – of the arts and heritage in the of Education. Commissioner lives of citizens: for all and with Sara Barriga Brighenti – everyone. Deputy Commissioner Maria Amélia Fernandes Maria Emanuel Albergaria Carla Faria Augusto

16 National Plan For The Arts 17 National Plan For The Arts Culture and mediation by combining education and culture (in the plural) we can foster the experience of an ‘open space’ which Premises and Culture, which can be understood as the formation of values contemplation, play, discovery, gratuity and attention, allows us to expand our human experience freedom. It is a way of saying ‘yes’ to the visual force and reshape the horizon of possibilities in which we find of life – without the weight of fear of error. As this lesson ourselves. attributed to Aristophanes indicates, ‘education is Contrary to the idea that we are born with immediate kindling of a flame, not the filling of a vessel’. Values knowledge of ourselves or of the community that we wish to build, we assume that cultural manifestations are the necessary mediation for the personal recognition of each of us and of the community that Multiple languages and we are and which we design: we build our identity in dialogue with this deposit of humanity that resides inclusion in heritage (material and immaterial) and in works of art. We refer to culture and art in the plural, considering We understand education as a lifelong process of the multiplicity of their manifestations – music, dance, learning, which builds the fundamental knowledge, literature, visual arts, cinema, performance, photography, abilities and attitudes for a person's integral theatre, architecture, design, multimedia, etc. development in a participative and collective way. The arts, cultural activities, and access to material and immaterial heritage increase the quantity and quality of a person‘s experiences and skills, opening them up Art and life to the community and the world. School, as a learning community in which all members What would life be without music and literature, are cocreators of this learning, should promote access architecture and design, cinema and painting, dance to the diversity of heritage and the appropriation of and theatre? different artistic languages and expressions. There are We understand the arts as part of life – and not a parallel multiple languages and different forms of personal world, situated beyond our existence or residing in expression and understanding of the world that we an isolated sphere of ‘culture’. In the words of Sophia should help to develop: different languages in which de Mello Breyner Andresen, in her intervention in we can speak and understand ourselves. The arts the Constituent Assembly, on September ¯: thus allow us to find other codes that complement “[...] Culture does not exist to embellish life, but to those which we have put at the centre of our society transform it – so that man can build and build himself and education: verbal language and logical reasoning. in conscience, in truth and freedom, and in justice (...).” We overrationalise education and fail to put enough In this respect, aesthetics is not much different from emphasis on emotional development, our relationship ethics or politics. With this certainty, we hope to do with our bodies, the value of autonomy, the ability to what many artists have attempted since the ¯°s and deal with challenges and failures, and the pleasure s: combine art and life, revealing them as one unit. of learning, interpreting and intervening in the world. Thus, we value not only the artistic object, but also the It necessary to educate and train in various languages, creative process and aesthetic attitude. intelligences and ways of communicating. Not everyone fits the predominant and generically imposed mould of logical/verbal reasoning. Consequently, such people feel excluded, but artistic expression enables them Play and freedom to find their place, their element, a path to personal fulfilment and participation in the common good. The arts can teach us the invaluable lesson of gratuity: Thus, the arts can develop a person's sense of belonging that of free time, without any reason or motive, that to the community – particularly for those who are in of disinterested pleasure before beauty. In a time a marginalised or vulnerable situation. School is only marked by utilitarianism and the desire for efficiency for everyone if it excludes no one, assuming that one and productivity, this subversion is decisive. It is the person’s problem is everyone’s challenge. same subversion that we appreciate in play, games and parties. Thus, the participation of society and learning communities in the arts and artistic expressions leads to the promotion of education associated with pleasure, games and creativity. Feeling and enjoying oneself cannot be in opposition to learning and knowing. Artistic practices are able to renew pedagogical processes – avoiding an instrumental logic of the use of the arts and their domestication. Therefore, Educational activity © Museu do Dinheiro

19 Premises and Values Aesthetic sensibility our intuition, not repeating the familiar, feeding our Historical condition curiosity and ability to question. and critical thinking In a society that faces challenges resulting from and infinite tasks globalisation and accelerated technological Aesthetic and artistic sensibility and critical and creative development, where artificial intelligence already plays Knowledge of heritage and the arts provides us thinking are identified as essential competency areas a decisive role, the emotional, social, creative and critical with a historical awareness and inscribes us as part in the Students’ Profile by the End of Compulsory skills provided by the arts may be an essential tool for of an infinite task – which we receive as a legacy Schooling. adapting to the world to come. that we should renew for the future. We are part A close relationship with the arts, in all their diversity, of a community and joint effort that precedes and allows for the development of these apparently unrelated succeeds us. Thus, the promotion of an education skills: on the one hand they require the education of that values heritage and the arts reinforces citizens’ sensibility, awareness, and recognition of what one feels; Undisciplinary feeling of belonging and helps in the reconstruction on the other, they develop a capacity for critical thinking of historically rooted communities, aware of the and interpretation, resisting the obvious or immediate and transdisciplinary multiple cultural influences to which we are indebted. message, seeking other meanings, other points of view This historical awareness, if broad and authentic, and other possibilities. The education of aesthetic Excessive specialisation and curricular homogenisation instead of generating feelings of nostalgia and sensibility and critical and creative thought thus allow can be dangerous. Fragmented disciplines, closed off nationalism, can help to knock down walls, interrogate for greater personal autonomy. to one another, do not allow for the comprehension habitual borders and prepare for the change that will An ongoing relationship with the arts and heritage of the complexity of the world. Proximity and shape the world and our lives. of different cultures also teaches people to respect familiarity with the arts and the creative process can the experience of the other and be more receptive to stimulate transdisciplinary dynamics, the combination their culture and interpretation of the world, promoting and integration of knowledge learned in the various exchange, discussion and knowledge of criteria of taste fragmented disciplines in the curriculum, allowing and their historical evolution. Thus, they accept the for an overall view. complexity of the world and the cultures in it, of the The undisciplinary power of the arts, unsettling, unity and diversity of human beings, rejecting the fear disrupting and calling into question the usual order and of difference and superficial facileness of quick and certainties, can open a space of freedom for personal and well-worn responses. collective construction: a place and a time of questioning and opening. The greatest power of creativity, greater than creating things, is changing our perspective of the world and of ourselves – and transforming our lives and Uncertainty and creativity those of others. The creative process promotes not only exterior, but interior transformations. It imbalances in The OECD, in the Future of Education and Skills ¢ order to rebalance. project, asks two key questions that we should respond to as a society: — What type of knowledge, abilities, attitudes and values will students need to be successful and shape Democratisation their world? — How can educational systems develop this set and cultural democracy of skills? If educating is preparing for the future (which does While the aesthetic experience is a form of validation not exist and which we are not familiar with), education of individual and subjective existence, it is also the needs to prepare for the unknown, not just for what is promise and expression of a community: of the already known to be true. In this context, the arts are possibility of living and sharing that experience with a way of nurturing imagination and creativity. Being others; and of the communal shaping of our experience, prepared to solve problems requires having a developed influenced by others and influencing others. imagination and knowing how to deal with that which Participative cultural experience forms communities escapes us, that which we do not have complete control that become increasingly integrative, insofar as the over, without anxiety. It requires learning to manage transmission of and access to artistic manifestations uncertainty as part of life, to not be afraid of making and cultural heritage is democratised, allowing mistakes, and to be resilient. for a sense of belonging and encouraging citizen Creativity depends on our diverse stimuli: the more participation, giving them a voice and valuing their varied and significant the experiences, the greater the knowledge, practices and traditions. Thus, we can all creative potential. They are the raw material that we contribute to the culture of the community. use to create new things and ideas: combining, putting together, reconnecting the unexpected and challenging conventions, without being afraid of failure or following

20 Premises and Values 21 Premises and Values Guarantee citizens access to artistic Support initiatives that stimulate individual enjoyment and cultural production, and collective creation, bringing together Objectives correcting inequalities (social, economic artists and non-artists, and promoting the or territorial) in this access. circulation of these works throughout the country so that they can be experienced Ensure the centrality of the arts and heritage by a greater number of citizens. in lifelong training – because education is only complete if it integrates the cultural and Produce teaching resources and strategies artistic dimension. supported by the arts and heritage that promote the transversality of the curriculum. Enhance the education system so that artistic education may be a tool for the development Create an online platform (NPA portal) to: of the skills that feature in the Students’ gather information; map and raise awareness Proﬁle by the End of Compulsory Schooling; of cultural offerings in the areas of art- to achieve compliance with legislation education and art-community in the country; concerning inclusive education and to connect institutions and encourage the establish a strategy for schools that circulation of artistic projects; and provide promotes citizenship skills. teaching resources.

Foster collaboration between artistic agents, Train formal and informal educators, the education community and other actors artists and mediators, developing artistic in order to design teaching and learning and pedagogical concepts, practices and strategies that promote an integrated processes that promote creativity and critical curriculum, without barriers between schools thinking. and their surroundings. Produce and disseminate knowledge in areas Together with artists and cultural of the NPA. institutions, reinforce awareness of their educational dimension and social impact. Continuously monitor and evaluate the results and impact of the programmes and Raise awareness of the value of cultural measures, for a more appropriate analysis heritage as a factor of cohesion and of reality, adapting future steps of the NPA belonging, and of the arts as promoters according to this evaluation. of the integral formation of citizens.

Promote recognition of the value of cultural differences and of dialogue between cultures; as well as the importance of diversity of voices, territories and resources.

EvaPoro#2, 2019, Madalena Vitorino and Joana Guerra © João Mariano 1000 olhos 23 Objectives Draw attention to the importance of the arts Take advantage of the creative and and education in the lives of communities undisciplinary power of multiple artistic Strategic Principles and citizens – part of our mission is to manifestations in order to improve the work demonstrate and defend it, thus valuing of the education system, making it more artists, education professionals, institutions transdisciplinary and inclusive: contributing and heritage. to academic achievement, personal development and the enabling of an active Territorialise: we are a national plan that and informed citizenship, following the takes into consideration the specificity completion of compulsory education. of the local and different communities. Mobilise the arts in schools as a resource Give visibility to exemplary and often solitary for different disciplines – emphasising their work that has been done and is being done – transdisciplinary dynamic and not confining without the assumption of a clean slate them to artistic disciplines. or starting from scratch. Carry out work in schools based on the Create structural, political and legislative guidelines established in the Students’ conditions to facilitate access of citizens to Profile by the End of Compulsory Schooling; the arts, accommodate the many high quality the curricular frameworks approved in DL projects already in existence and support the / ; the National Education Strategy for creation of new ones. Citizenship; Decree-Law / on inclusive education; and Edict no. / of June. Stimulate networks of creation, collaboration and circulation in the areas of art-community Work together with the National Reading and art-education and build bridges between Plan, the School Library Network, the National cultural and educational agents to facilitate Cinema Plan, the Aesthetic and Artistic their projects. Education Programme, the Portuguese Museum Network – and the recently created Promote the cultural commitment of people, National Sound Archive –, in order to articulate organisations and communities (in particular and enhance the work of all of these bodies, to heritage, arts and artists in their local building bridges between them to establish area, their Km), enabling them to evaluate consistency with regard to objectives, values this commitment, in order to reinforce its and intervention strategies. sustainability. Collaborate with public and private bodies Hold all social and economic sectors to facilitate the objectives of the NPA. accountable to a cultural commitment. Use academic research to create impact Understand schools systemically, as part indicators adapted to the qualitative of a complex and extensive ecosystem. assessment needs of the NPA’s continuous programmes, projects and measures.

Carlos Machado Museum, Territory Museum Fenais da Luz – Community in Focus, Wicker Workshop, 2018 © Museu Carlos Machado 25 Strategic Principles Strategic Action STRATEGIC ACTION PLAN

AXIS A AXIS B AXIS C AXES CULTURAL EMPOWERMENT EDUCATION AND ACCESS Plan POLICY

IMPACT AND THOUGHT AND UNDISCIPLINING KM2: ART AND PROGRAMMES COMMUNICATE 360° SUSTAINABILITY TRAINING SCHOOL COMMUNITY

MEASURES Organisations’ Cultural Porto Santo School School Cultural Project Project Move: Creative Portal and Newsletter Impact Index (IICO) Field NPA Collections Artist in Residence Be Present Municipal Strategic Plan Project3 Project Create+ for Culture-Education Heritage and Arts in (PAR) (PEM.C-E) Educational Courses NPA Festival/ Citizenship: Do it Biennial Cultural Organisations’ NPA Academy Teaching resources Social Impact Bond NPA Award NPA Scholarship Diversion: Go Out to Public Funding of Art- Come In Education-Community Conferences Open Cultural ID (IDC) Creative Tutoring

Legislation

Business Organisations’ Cultural Commitment

Consultancy

Monitoring and Evaluation

O pombal. 99 pombas de brincar para outros tantos usadores, Carlos Nogueira, 1973 © Carlos Nogueira 27 Strategic Action Plan AXIS A. CULTURAL POLICY

MEASURES COMMITMENTS ACTION ENTITIES INVOLVED IN RESULTS SCHEDULE AXIS A. CULTURAL POLICY EXECUTION INDICATORS

Organizations’ Strengthen the transversality, Build and implement a tool to National and foreign uni- Funding for creation of For the duration of the Cultural Impact consolidation and establishment measure the impact of organiza- versity research centres the IICO plan: Index (IICO) of policies for culture and develop- tions on the cultural life of their ment of the arts throughout the members, the community and the Management of research Academic research Research and implemen- country territory (similar to environmental project – Centre for International project tation of pilots: PROGRAMME: IMPACT AND SUSTAINABILITY OBJECTIVES and ecological footprint indexes) Research and Studies in 2019 – 2021 Hold organizations accountable to Sociology of the ISCTE- Launch and dissemina- Create structural, political and legislative conditions Emphasise the transversality of culture and the arts a cultural commitment, seeking to: Design the IICO with a view IUL / OPAC – Portuguese tion of the IICO and its Implementation/ i) Parameterise and quantify organ- for its implementation to bring Observatory on Cultural impact measurement Monitoring: that promote the cultural commitment of people, and the accountability of all social and economic sectors isations’ cultural impact about continuous and long-last- Activities tools 2022 – 2024 organisations and communities (in particular to to a cultural commitment ii) Create methodologies to ing change in the relationships 2 measure, compare and improve between organisations and their Number of entities that Assessment: heritage, arts and artists in their local area, their Km ), organisations’ cultural commit- commitment to the production, apply the IICO 2024 giving them a voice and responsibility, enabling them Together with artists and cultural institutions, reinforce ment – based on the Social Return cultural enjoyment, safeguarding on Investment method and appreciation of heritage Evolution of IICO results to evaluate this commitment, in order to reinforce awareness of their educational dimension and social iii) Raise citizen’s and organisations’ its sustainability impact awareness of the impact of the arts and heritage on their lives and quality of life Raise awareness of the value of cultural heritage iv) Promote the commitment of as a factor of cohesion and belonging, and of the arts people, organisations and communities to culture, heritage and as promoters of the integral formation of citizens the nearby area, considering their manifestations and variations Encourage learning in formal and informal contexts v) Ensure that the index accommo- dates Organizations’ differences and particularities in tools of analysis and evaluation

Municipal Create a Culture-Education ID for i) Together with municipalities Ministry of Education Number of For the duration of the Strategic Plan each municipality: cultural and that show interest, support the Consultancies plan: for Culture- artistic identity of territories production of a PEM.C-E – a Ministry of Culture Education shared management tool that Number of Strategic Consultancy and (PEM.C-E) Develop the articulation of distinct deﬁnes the goals and objectives Directorate-General for Plans carried out implementation: but coordinated national and local of municipal action in the sphere Education (DGE) 2020 – 2024 cultural policies of culture-education Number of coordi- ii) Encourage a closer relationship Regional Culture nated programmes Assessment: Support medium/long term between the Ministry of Culture Directorates and projects linking 2023 – 2024 commitments that promote and municipalities culture and education in projects, actions and resources iii) Train teams for C-E mediation Portuguese Museum municipalities and form teams in the areas of C-E iv) Map spaces and facilities and Network (RPM) intermediation make a list of available resources Number of resources Municipalities produced Develop C-E relationships of proximity and belonging Intermunicipal IICO assessment Communities Project assessment Cultural Establish an educational and social i) Increase means and resources Ministry of Culture and IICO assessment For the duration of the organisations’ impact bond between the Ministry to strengthen educational and structures it governs or plan: social impact of Culture and the structures mediation services and organisa- supports Number of resources bond governed and supported by it tional programming available Diagnosis and i) Consolidate the social relevance ii) Guarantee that the theme and Municipalities dissemination: of cultural projects practice of ‘art and community’ fea- Number of ‘art and 2019 ii) Increase the quantity and diver- ture in at least one annual initiative Portuguese Museum community’ projects and sity of cultural audiences of museums, theatres and struc- Network (RPM) events Consultancy and tures governed by the Ministry implementation: of Culture – involving excluded or Universities Project assessment 2020 – 2024 socially vulnerable communities and populations marginalised from Schools Number of audiences of Assessment: cultural practices structures governed by 2023 – 2024 iii) Involve the participation of Private Institutions of the Ministry of Culture young people, teachers, educators Social Solidarity (IPSS) and municipal representatives of Diversiﬁcation of audi- culture in the construction of insti- Businesses ences (typologies) tution’s cultural programme iv) Form an archive that documents Cultural and social participative projects with the associations involvement of artistic practices and heritage

28 Strategic Action Plan 29 Strategic Action Plan AXIS A. CULTURAL POLICY

MEASURES COMMITMENTS ACTION ENTITIES INVOLVED IN RESULTS SCHEDULE EXECUTION INDICATORS AXIS B. EMPOWERMENT

Public Implement the funding of projects i) Together with the Directorate- Ministry of Culture Number of applications For the duration of the Funding of in the areas of ‘art and community’ General for the Arts (DGARTES), Directorate-General for plan: Art-Education- and ‘heritage and education’ implement an ‘art and community’ the Arts Number of projects Community i) Promote artistic projects and line of funding: for artistic projects Institute of Cinema and funded Diagnosis and practices with communities developed with schools and spe- Audiovisual (ICA) dissemination: ii) Record, document and cific or excluded communities Artists Results of impact assess- 2019 – 2020 PROGRAMME: PHILOSOPHY AND TRAINING OBJECTIVES safeguard local knowledge and ii) Together with the Institute of Local cultural management ment in communities heritage and its appropriation by Cinema and Audiovisual (ICA), entities Implementation: Support, produce and disseminate critical reflection on Develop artistic and pedagogical concepts, practices communities implement a ‘heritage and Museums 2021 – 2024 iii) Educate about the safeguarding education’ line of funding in order Schools the areas of the Plan and processes that promote creativity and critical and appreciation of heritage to bring art and heritage closer to Communities Assessment: thinking iv) Create cultural products that citizens, in particular children and 2023 – 2024 can circulate throughout the young people Invest in the initial and continuous training of formal territory and informal teachers and educators, mediators and Publish a collection of books – The NPA Cultural ID Record cultural trajectory on i) Promote cultural and artistic Ministry of Education Number of records of For the duration of the artists Collection – featuring essential texts in the areas of art, (IDC) student ID1 experiences on academic CVs card use plan: Promote cultural and artistic ii) Create a card that facilitates Universities and Indicators of use/ education and community experiences and learning on the access to cultural experiences polytechnic institutes location/region Programme preparation: Provide training in the use of questioning pedagogies curriculum through discounts Number of 2019 – 2020 that promote self-discovery, collaboration and Create an editorial line of teaching resources, both Allow the sharing of cultural ID (the project can be extended to Cultural institutions IDC shares Encourage access to cultural expe- secondary education following Number of visitors with Pilot implementation: communication physical and digital, with a focus on transversal content riences through discounts with assessment) Artistic entities IDC 2020 – 2021 in the curricula of the various disciplines of basic student cards Correspondence, Financial entities employability and shar- Implementation/ education (years 7-9 and secondary school) ing of IDC Monitoring: Number of participating 2021 – 2024 Offer accredited and credited on-site and distance cultural entities Assessment: 2024 learning courses (MOOCs) Legislation Analyse the Patronage Law i) Create an interdisciplinary work Ministry of Education Number of projects Implementation of the group to analyse the use of various Ministry of Culture funded under the work group: Support research in the field of studies about art, Propose legislative clarification of legal tools that have an impact Ministry of Finance Patronage Law 2019 – 2020 copyright, related rights and exhibi- on cultural creation, production, community and citizenship tion in educational contexts access and enjoyment Institute of Cinema and Number of audiences at Presentation of results: ii) Educate and advise citizens Audiovisual (ICA) performances 2020 Review regulation concerning age about the Patronage Law Portuguese Film Library Enable the mobilisation of key content established rating of performances iii) Facilitate access to and dissemi- Number of educational Legislative changes: in the National Education Strategy for Citizenship nation of films and documentaries, General Inspection of initiatives that use artistic 2021 in formal and informal educational Cultural Activities (IGAC) products protected by contexts Portuguese Society of the Law on Copyright iv) Adapt legislation concerning Authors (SPA) and Related Rights access to performances to the needs of different segments of National Cinema Plan the public (PNC) v) Involve public and private Theatres and Cinemas entities in financial participation and in supporting measures for the benefit of access to, enjoyment of and education for the arts and heritage Business Ensure the participation and sup- i) Involve businesses and their part- Business organisations Number of planned For the duration of the organisations’ port of businesses in culture and ners in the cultural programme of actions plan: cultural the arts in their region, their Km2 the region, including their spaces, Local authorities commitment resources and remits in cultural Value of funding Diagnosis and dissemi- circuits Technology parks nation: 2020 ii) Creatively train their employees iii) Stimulate business funding of Cultural and artistic entities Project implementation: cultural projects in the region 2021 – 2024 iv) Promote a culture of corporate volunteering in cultural and artistic Assessment: 2024 areas and projects iv) Hold tourism businesses accountable for the preservation and promotion of heritage

Consultancy Provide consultancy, supporting the execution of courses of action Entities that collaborate Number of consultancies 2020-2024 deﬁned in the Plan and other actions that promote access and enhance with the NPA the enjoyment of their audiences Monitoring and External assessment of project processes and results Research centre To be conﬁrmed For the duration of the Evaluation plan

1 Cultural trajectory and learning of citizens as participants, users and creators of artistic processes and works

30 Strategic Action Plan 31 Strategic Action Plan AXIS B. EMPOWERMENT

MEASURES COMMITMENTS ACTION ENTITIES INVOLVED RESULTS SCHEDULE IN EXECUTION INDICATORS AXIS C. EDUCATION AND ACCESS Porto Santo In a former Porto Santo i) Organise an annual meeting, Regional Secretariat of Funding of the bid For the duration School primary school (designed by in the form of a think tank, to Education of Madeira project of the plan: architect Chorão Ramalho), discuss international and national EEA – Grants in the Autonomous Region of policies in the areas of culture and Regional Directorate for Application: Madeira, establish a programme education the Public Administration Number of resident 2019-2020 of initiatives dedicated to research ii) Organise laboratory residencies of Porto Santo artists, researchers and PROGRAMMES OBJECTIVES scholarship holders and critical reflection on culture for artists who want to work on Porto Santo City Council Implementation: and education: artistic pedagogical projects related to the community/ Assessment/impact of 2021-2024 content, contexts and practices school Porta33 Association international meetings I UNDISCIPLINING SCHOOL Take advantage of the creative and undisciplinary power iii) Organise thought residencies Assessment: National and inter- of the arts to change the education system, making for: Number of activities with 2024 2 – NPA scholarship holders national think tank the local community II KM : ART AND COMMUNITY it more transdisciplinary and open to different learning – Researchers developing theses members profiles in the thematic sphere of art and Researchers III COMMUNICATE 360º community Artists – Authors writing articles, essays Local associations Contribute to academic achievement, personal or books in the working areas of Guarantee access to the arts for all citizens, development, continuation of studies and integration the Plan encouragin g the active and distinct participation of all into active life NPA Collections Create three editorial lines that i) Collection of essential texts: Portuguese Mint 3 to 6 annual Content develop- reflect NPA issues in the area of art and commu- and Official Printing publications ment and publication in partnership with the Portuguese nity – philosophy, anthropology, Office 2020-2024 Propose the presence of the arts in schools in diverse Foster collaboration between artistic agents, the Mint and Official Printing Office sociology, cultural policy ii) Specific public collection – pro- Authors / ways, including their use as a pedagogical, creative education community and other actors in order to motion of access to the arts Multidisciplinary teams and transversal resource to approach the content design teaching and learning strategies that contribute for children, young people and teachers of different disciplines to an integrated curriculum based on consolidated iii) Collection and teaching management of knowledge and cultural experience resources Take into consideration the specificity of the local, Heritage Promote the appreciation of i) Introduce, as appropriate, more Higher education and Number of hours and Diagnosis: 2020 different communities and the agents who work Connect schools to their surrounding social context and Arts in the arts, artistic expressions and hours or disciplines of aesthetic/ vocational training disciplines created and Educational heritage, in basic training and in artistic/patrimonial education in institutions implemented Implementation: there already Courses post-graduate and masters courses training courses for teachers and Universities 2021-2024 Promote recognition of the value of cultural differences educators Number of courses and ii) Increase the role of the arts and Schools of higher trainings carried out Assessment: Promote actions, mapping and communicating their and dialogue between cultures and of diverse voices, education heritage in inclusive education Number of 2024 existence territories and resources Training centres accreditations NPA Academy Train teachers, mediators and i) Create a range of courses and Artists Increase of school/local Support initiatives that stimulate individual and coordinators of the School Cultural accredited training in areas involv- For the duration community collaboration Project in teaching the arts and ing the implementation of the NPA of the plan: collective creation, in their multiple forms and Teachers Number of transversal heritage and the use of tools (including courses in digital format projects expressions, bringing together artists and non-artists proposed by the Plan – MOOCs) Mediators Diagnosis: 2020 ii) Prepare a group of NPA instruc- Assessment of students Promote and facilitate the transver- Schools and schools tors (teachers, artists, mediators) Implementation: sality of languages and content Number of travelling Create an online platform (NPA portal) to bring together trained to mobilise its content and Cultural institutions 2021-2024 and diversity of ways of teaching methodologies exhibitions information and to map and raise awareness of the offer and learning Number of ‘art and iii) Train technicians for the Assessment: of art-education and art-community in the country community’ participative Creative Tutoring project 2024 Support educators in teaching con- exhibitions tent listed in the National Strategy Iv) Accompany artists on residen- 1 for Citizenship through the arts cies in schools Increase the circulation of projects and works of art- education and art-community in the country, so that Enrich the cultural references of mediators and students they can be enjoyed by a greater number of citizens NPA Support theses in the areas of: Establish a NPA scholarship Higher education and Number of applications Implementation: Scholarship art, education and community vocational training 2021-2024 Connect institutions, artists, projects and works institutions Number of scholarships Students of higher awarded education Produce teaching resources and provide them on digital Foundations platforms Businesses Conferences Organisation of regional/national/ i) Together with the Portuguese Portuguese Museum Number of conferences For the duration international conferences, with the Museum Network (RPM), organise Network (RPM) organised of the plan aim of disseminating and debating the National RPM Meeting, under the concepts, practices and con- the theme ‘art and community’ Universities Number of participants texts in the NPA scope of action ii) Participate in conferences to Research centres in conferences and introduce the NPA and promote its Researchers seminars Dissemination of innovative meth- vision, programmes, projects and Cultural institutions odologies in the educational fields measures of creativity iii) Organise a conference pro- Artists gramme to promote and reflect on emerging pedagogies in the areas Mediators of teaching creativity, the arts and Teachers cultural practices Students

1 Consider the experiences and results of Project 10x10 (Gulbenkian Foundation) and other similar projects in Portugal.

32 Strategic Action Plan 33 Strategic Action Plan AXIS C. EDUCATION AND ACCESS

I UNDISCIPLINING SCHOOL MEASURES COMMITMENTS ACTION ENTITIES RESULTS SCHEDULE INVOLVED IN INDICATORS EXECUTION School Cultural Create a School Group-Culture ID: i) Link the PCE with the School Education Ministries of Number of actions For the duration of Reinforce the identity of each school group considering Promote connected, open and creative schools, in line with: Project (PCE) cultural, patrimonial and artistic Project Education/ developed in the the plan: identity of educational territories ii) Integrate the PCE with the Annual Activity Directorate- Annual Activity Plan their territorial, social and cultural context Plan General for Programme prepara- Create the position of PCE Coordinator iii) Define the profile of the PCE Coordinator Education and Number of Artist in tion and implementa- UN Sustainable Development Goals 1 in each school group 2 Connect school, curriculum, content, territory, community, iv) Establish the PCE Advisory Committee Directorate- Residence projects tion of pilots: Use the School Group-Culture ID v) Encourage the participation of communities General for 2019 – 2020 heritage and local culture OECD ¢ Education Goals and PEM.C-E to define PCE action in the PCE through sponsorship, patronage, Schools Number of PCE and other forms of collaborative funding curricular and extra- Implementation/ proposals: School groups, i) Link the PCE with the sociocultural curricular activities Monitoring: Council of Europe Charter on Education for Democratic schools and train- 2020 – 2024 context of the school group and ing centres Citizenship and Human Rights Education surrounding environment/territory Impact assessment of implementation/education and Local authority in students’ learning Assessment: 2024 cultural communities and cultural habits UNESCO recommendations on the importance of art ii) Design the PCE according to the Education and heritage in education and community life needs and peculiarities of the region community Number of transdisciplinary projects Artist in Implement the Artist in Residence i) Anticipate the adaptation of school spaces PCE coordinator Residence Project in interested schools/school for studios, where possible Number of teaching Students’ Profile by the End of Compulsory Schooling 3 Project groups within the framework and ii) Establish a contract with the artist Artist in residence resources produced Implementation/ scope of the project in residence4 Monitoring: Curricular frameworks approved by Decree-Law no. /© iii) Aid the coordinators and teachers of the Artistic entities % of academic 2021 – 2024 curricular component of citizenship and devel- achievement of ° July opment and propose projects in the scope Assessment: 2024 of content defined in the National Education Parents/tutors and Number of activities Strategy for Citizenship families carried out abroad Decree-Law no. ¤/© of ° July, on inclusive education iv) Introduce artistic processes and practices to the curriculum, pedagogy and didactics, with National Reading Project assessment National Education Strategy for Citizenship regard to management of content and skills Plan/National and methodologies used Cinema Plan/ School assessment v) Develop student’s transversal skills Aesthetic and 5 considering: 4Cs ; learning styles; multiple Artistic Education 6 intelligences Programme Citizenship: Create an editorial line of digital teach- i) Mobilise the content of the curricular compo- School Library Do it ing resources that connect the arts to nent of citizenship and development7 for the Network For the duration other content creation of transversal teaching resources and Programme/ of the plan: Teaching tools for teachers and students Portuguese resources Provide online resources on the NPA ii) Progressively expand the offer of resources Museum Network Content development portal to other disciplines and publication iii) Produce the publication ‘Do it – Schools’8 Culture and herit- 2019 – 2024 with the collaboration of artists and proposals age facilities of artistic and participative activities in schools Assessment: 2024 Businesses Diversion: Go Guarantee that every class in the scope i) Promote the diversification of learning out to Come in of the PCE carries out at least one contexts, specifically informal ones, linking the Universities activity outside school each term school to cultural and social institutions and For the duration cultural and natural heritage sites of the plan Polytechnics/ ii) Strengthen the school-community relation- schools of higher ship, improving consistency and relevance education iii) Use the Artistic Education Supplement to implement projects, proposals and expressions Researchers Open Explore instruments of curricular i) Develop active, constructive and critical peda- flexibility for a regular organisation gogies that promote autonomy/emancipation Educationalists of the school calendar and timetables ii) Programme in-school activities: perfor- that enable the realisation of projects mances, masterclasses, workshops, debates Intermunicipal defined in the PCE and Citizenship with the presence of specialists, artisans, communities For the duration Project: Do it. artists, artistic entities of the plan 1 The PCE coordination team will be responsible for producing: School Group-Culture iii) Transform working environments, redesign- ID: survey of sociocultural institutions of the region; linking the PCE with the PEM.C-E; ing the classroom and school spaces managing the PCE advisory committee; coordinating teaching and non-teaching teams iv) Diversify collaborative learning strategies and articulating projects with the artist in residence. through mentoring/tutoring regimes, project 2 Including: PCE coordinators; members of the education community (students, teachers methodology (Design Thinking strategies) and non-teachers); members of the community/region; representative of local authority; v) Provide contact for students and teachers representative of parents/tutors; artist in residence; school library coordinator; class presidents' coordinator; cultural mediators of the region; and local museum representative, with different manifestations of art and among others, according to the defined ID. heritage 3 This is not a teacher. It is an artist who assists teaching staff in the development and implementation of the PCE; a consultant, proponent and protagonist of change who Creative Create tools and strategies that i) Design and provide learning support Diagnosis and adapts to the school and whose degree of participation may vary. Tutoring contribute to the inclusion of students strategies and tools in schools that use artistic 4 Tasks to be carried out: support PCE coordinators, assist coordinators and teachers implementation of citizenship and development and other disciplines, diagnose school needs, propose with specific tutorial support methodologies and that acknowledge the 2021 – 2024 transdisciplinary projects to be developed with the education community, teachers and non- differentiation of languages, skills, intelligences teachers, create workshops and artistic clubs where appropriate. Invest in the training of teaching and ways of building knowledge Assessment: 2024 5 Creativity, critical thinking, communication and collaboration. and non-teaching technicians in areas ii) Train teachers and specialised technicians in 6 H. Gardner: Linguistic, logical-mathematical, inter- and intra- personal, musical, kinaesthetic of creative education the use of proposed strategies and tools and naturalistic intelligences. 7 Human rights, gender equality, interculturality, sustainable development, environmental education, health, sexuality, media, institutions and democratic participation, financial literacy and education for consumption, road safety, risk, entrepreneurialism, the world of work, security, defence and peace, animal welfare, volunteering. 8 Adaptation to the school universe of the ‘Do it’ project created by curator Hans-Ulrich Obrist. 9 For example: Cinemas, cultural centres, libraries, museums, heritage sites, studios, rehearsal rooms, artisan workshops, daycare centres, nurseries, public spaces, nature parks, etc.

34 Strategic Action Plan 35 Strategic Action Plan AXIS C. EDUCATION AND ACCESS AXIS C. EDUCATION AND ACCESS

II KM2: ART AND COMMUNITY Give a voice to people, organisations and communities, III COMMUNICATE 360º Design and implement NPA Communication Plan making them accountable for their cultural Km2 Create a platform for the dissemination and mapping Contribute to territorial recognition and cohesion of artistic and cultural proposals with a social and educational dimension Promote projects of cocreation between artists and communities, particularly more vulnerable populations Connect institutions

Promote the involvement of the education community Provide teaching resources in the local community Promote the circulation of artistic projects Disseminate good practices in the Plan’s areas of action Catalogue the existing programme of cultural and artistic Provide dialogue between artists, arts students and the education in each council/local authority cultural heritage of regions of the interior of the country, involving local communities

MEASURES COMMITMENTS ACTION ENTITIES INVOLVED IN RESULTS SCHEDULE MEASURES COMMITMENTS ACTION ENTITIES INVOLVED IN RESULTS SCHEDULE EXECUTION INDICATORS EXECUTION INDICATORS Project Move: Provide access and dialogue i) Revive and update the defunct National Academy of Fine Number of projects Implementation: NPA Portal and Design NPA Portal and i) Provide information about the Ministry of Culture/ Number of views of the Design: Creative Field between artists, communities ANBA Aesthetic Missions Arts (ANBA) and works 2021-2024 Newsletter Newsletter to: NPA’s mission and work Ministry of Education portal 2019-2020 and heritage, for the benefit Residency Programme i) provide information ii) Promote the circulation of of enjoyment, creation and ii) Organise artistic excursions Universities and higher Number of Assessment: 2024 ii) promote NPA actions projects and works that develop the Aesthetic and Artistic Number of downloads of Launch of pilot: cocreation in contexts of for students of higher education education institutions that applications iii) provide resources art-education and art-community Education Programme / resources 2021 immersion in the arts (visual arts, dance, offer courses in artistic areas iv) find spaces, companies, artists relationship National Reading Plan/ Number of partner music, theatre, cinema, etc.), and projects in the territory that iii) Map available spaces and facilities National Cinema Plan Number of subscriptions Development with entities Promote cultural heritage architecture and design Local authorities develop the art-education and in each region School Library Network to the newsletter portal available: of regions iii) Stimulate cultural and artistic Impact of art-community relationship iv) Locate and catalogue available Programme/Portuguese 2022-2024 projects with educational and Local communities relationship with v) connect projects and partners resources Museum Network Number of communi- intergenerational components, communities v) Encourage shared projects, copro- cation campaigns and which can combat isolation of ductions, circulation of projects and Media initiatives regions and citizens and cultural collaboration between entities and alienation programmes Social media Amount of content created and disseminated Schools Project Create+ Promote projects of social i) Develop artistic activities for Institute of Employment and Number of initiatives Diagnosis and Be Present Design and implement NPA i) Design and carry out the NPA For the duration Cultural institutions Number of inclusion through the arts seniors Vocational Training (IEFP) and actions carried implementation: communication plan communication plan with national of the plan collaborations Combat the isolation of ii) Promote the integration of Local authorities out 2021-2024 campaigns (physical and digital) dis- elderly people and cultural citizens who are unemployed or Intermunicipal communities Create partnerships with the seminated throughout the territory Public figures alienation at risk of exclusion in the scope Regional Coordination and Number of Assessment: 2024 media ii) Promote artistic projects and Development Commissions participants of actions carried out with NPA cultural patrimony Idade + (Age +) partner entities Be present on social media iii) Spread the personal testimonies Cultura para Todos (Culture of people with public recognition for All) Cultural and artistic entities Create and disseminate content iv) Promote initiatives/good practices Seniors, the unemployed and related to the Plan’s vocation and in the art-community and art-educa- other participants strategic objectives tion relationship v) Give a voice and public presence NPA Festival/ Promote the organisation of a i) Organise a festival with activities/ School groups Number of actions October 2021 to young people and the way they Biennial NPA festival/biennial exhibitions/performances spread Local authorities carried out / experience and relate to the arts throughout the country, with insti- Teachers October 2023 vi) Create communication content in tutional partners, on the themes of Students Numbers of audiences a participative way art-community and the art-education Education and culture vii) Participate in social media, in exchange. professionals particular those most used by young The first festival will be dedicated to Artists people the recognition of past and current Cultural and artistic projects, and aims organisations to disseminate good practices, which Educationalists should be recognised and replicated National Cinema Plan (PNC) National Reading Plan (PNL) NPA Award Attribute the NPA Award Award works or projects: Public recognition of Annually for the dura- School Library Network annually i) which exhibit the social and the award tion of the Plan Programme (PRBE) educational dimension of the arts Aesthetic and Artistic Education and heritage Programme (PEEA) ii) which reflect the NPA’s mission Portuguese Museum Network iii) which promote community access (RPM) and participation National Sound Archive (ANS)

36 Strategic Action Plan 37 Strategic Action Plan Aware of the limits of culture and the fragile power of artworks, without illusions of redemption, we reformulate a quote by Jean-Luc Godard about What can art do? cinema – which he in turn took and adapted from Emmanuel Joseph Sieyès, referring to the Third Estate: What is art? Nothing. What does it want? Everything. What can it do? Something.

39 Authors National Plan For The Arts Executive Committee Paulo Pires do Vale – Commissioner Sara Barriga Brighenti – Deputy Commissioner Technical Team Maria Amélia Fernandes Maria Emanuel Albergaria Carla Faria Augusto

Graphic Design Change is Good Font Azo Sans 2 R-Typography Printing Gráﬁca Maiadouro Translation Kennistranslations (Theodora Bradford)

Print run 1000 copies Lisbon March 2021

Campo Grande, 83– 1º 1700-088 Lisbon T (+351) 215 837 627 [email protected] Campo Grande, nº 83 – 1º 1700-088 Lisboa T (+351) 215 837 627 [email protected] www.pna.gov.pt