Spaces Between Art and Education
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299 PB Spaces between Art and Education 301 10 10 × 0 1 300 A UZ ORCHESTRATED O WALK S DE 2014 O G *I AM THE CAPTAIN ODRI OF MY LIFE R © 10 × 10 302 1 2014 O THE BOD F ACTIO Y N © RODRIGO DE SOUZA 2 3 2014 O THE BOD F ACTIO Y N © RODRIGO DE SOUZA 5 4 ERREIRA F OTS E P (OBJECTS THAT TELL STORIES) ILI 2015 F © 6 7 I 2015 LIVI N P OETR NG Y © FILIPE FERREIRA 8 9 F 2015 N RO OTEBOOK M MY © FILIPE FERREIRA Spaces between Art and Education 13 Introduction 77 An emotional Why and how journey into to intervene knowledge in the teaching/ Isabel Machado 11 learning process 83 Maria de Assis Assessing students 10 after the 10 × 10 29 The 10× 10 Project project Strategies Paula Cruz Editors and assessment Maria de Assis Judith Silva Pereira 91 Reinventing Elisabete Xavier Gomes Judith Silva Pereira spaces between Ana Luisa Oliveira Pires 39 Guides by the art and education artists in the Genesis, Coordination of edition and production 10 × 10 project development and Adriana Pardal Between the epic main conclusions and the vortex of the research Translation Catarina Lacerda project and proofreading John Elliott Ana Luísa Oliveira 59 Discovering Pires, Elisabete Graphic Design by doing Xavier Gomes, Teresa Luis Alexandre/Silvadesigners Maria Gil N. R. Gonçalves Photographs Filipe Ferreira 73 Testimonies from 119 Appendix Rodrigo de Souza the teachers in Micropedagogies ISBN the 10 × 10 project 978-972-31-1597-0 Transdisciplinarity and the Published by Fundação Calouste Gulbenkian communication of scientific contents Lisbon 2017 Ângela Rebordão 12 13 Conception and direction Conception Why and how to to how and Why teaching/learning teaching/learning Introduction Maria de Assis intervene in theintervene process It is disconcerting that there should be general agreement about what natural, as if it were impossible to do things any other way. However, needs to be changed in the current educational system and yet it the longed-for democratisation of teaching, and the consequent is so difficult and slow to bring about this change. There is a wide- broadening of the base of recruitment beyond the elites, calls for spread desire to change and there are various projects being led the system to be adapted to the new reality, under pain of producing by different agents attempting more or less radical experiments. In the opposite effect from the one that is wanted, or, in other words, the most extreme cases, it is the parents themselves who take their generating failure, exclusion and inequality, instead of equal access children out of school and assume responsibility for planning and to the opportunities for integration and social affirmation. structuring an education that they consider to be more in keeping with the challenges of today’s world. There have been a consider- Future trends able number of projects that have produced positive results, but The current dissatisfaction is not just felt by teachers, students and pa- to make these models universally applicable is a challenge that rents and guardians. The demands of the labour market and of civic We are referring to such projects as “Turma “Turma as projects such to referring are We and Alves Formosinho, See: or “Fénix”. Mais” 2014. 2016; Rodrigues, Verdasca, requires answers. One thing is certain: what was previously con- ■ activity are not being matched by the premises and guidelines sidered to be a general rule – namely that studying and taking a underlying training and education. This subject has been widely university degree would open the doors to a good job and make debated at the global level. The priorities identified by interna- it possible to move up in life – is today being called into question. tional organisations, as is the case with the European Commission, UNESCO or the OECD ●, clearly outline the competences that Constraints must be worked upon in order to face the challenges of innova- There are many reasons why we now find ourselves in this impasse. It is tion, sustainability, social cohesion and democracy. Portugal has impossible to concentrate the knowledge that we need into twelve been working in accordance with these recommendations and has years of school education, followed by university studies. It is gener- sought to express them in its education policies. However, it has ally agreed that learning is a lifelong process, but yet we continue to been difficult to reverse the trend towards bureaucratic centralism increase the workload and to restrict the curriculum to a scheme that that continues to be noted in the various areas of State interven- is organised according to different subjects, with the aim of teaching tion. It was only quite recently, at the end of the first decade of the aria de Assis 15 all students the same thing, in the same way, and essentially based M twenty-first century, that reforms were decreed which gave rise to Relevant documents include: Winner, Goldstein Winner, include: documents Relevant 2013; Schonmann, Vincent-Lancrin, and I., M., Lázár, M., Byram, 2015; Barrett, 2014 S., Philippou, and P. Mompoint-Gaillard, Parliament European the of (recommendation key on the Europe of Council the and 2016). learning, lifelong for competences on the teacher’s own words. the first educational policies of the new generation, recognising the ● It has long been understood that this excessive focus on the transmission/ 14 imperative need to involve the school and teachers in the process reproduction of knowledge kills curiosity and takes away the pleasure of change, which means giving autonomy to schools and trusting in of learning, yet the introduction of “free” dynamics – involvement in their capacity to solve their own problems. This process of renewal ntroduction group projects, autonomous research, games, study visits, etc. – is I has already borne fruit, with the further development and spread of neglected in order not to waste time with “extra” work. some models that have produced good results ■, but there is still It has also been realised that it is impossible to teach for the “average a long way to go, because, in order for change to be sustainable, student”; in practice, you sometimes raise the level or sometimes it has to take place at various levels, and there continues to be a lower the level, which means leaving part of the class out of what is great distance between the administration of education and the being taught. This situation is partly the reason why many students classroom itself, which is, after all, the place where the success of feel bored and lack motivation, and it also affects teachers, who the system is actually decided. sometimes cannot find any solution other than to accept the state of affairs, concluding that knowing how to teach (how to structure and Beyond the curriculum implement a good lesson plan) is the part that they are responsible It is generally agreed that, throughout our lives, and most particularly at for, with the rest of the burden falling on the students, if they want school (as this is a space-time that is pivotal for the individual’s to learn. Such a radicalisation of positions generates a vicious cycle formation and growth), we need to develop some habits and at- that it is difficult to break out of, because the dominant culture in titudes that are indissociable from our capacity to face the chal- most schools continues to perpetuate the status quo: hierarchy, lenges of the global society in which we now live. In concrete terms, segmentation, homogeneity, isolation and a tendency to focus, it is important to be able to question and identify problems and to above all, on the transmission of information. This school culture is look for solutions, relating and recombining ideas and imagining so ingrained in the relationships of power, in the roles and the de- new scenarios. These are mental habits that must be developed in grees of autonomy assumed by each intervenient in the educational order to construct knowledge, change behaviours, redefine rules process, in the management of the times and spaces of learning and invent new models that can replace the ones that have shown and in the mechanisms of control, that the situation has become themselves to be obsolete and ineffective in today’s world. In parallel to this highly creative mental gymnastics, which is far removed and student, giving the student an autonomous voice, approaching from the simple act of memorising and reproducing the knowledge all subjects and literacy skills from an interdisciplinary perspective that is transmitted, we also have to take into account a set of at- and linking curricular contents to the real world. titudes and values that are an integral part of the construction of the personality and which, for this very reason, are strengthened Field of intervention of the 10 × 10 project and rooted in the phase of growth that is experienced at school. This publication is the result of the action-research process that the Persistence is one of these attitudes, implying not giving up when 10 × 10 project, promoted by the Gulbenkian Education for Culture faced with difficulties, daring to be different and tolerating uncer- and Science Programme, has put into practice in the course of four tainty. Equally important is discipline, not so much in the sense of separate editions. The results obtained corroborate the needs and obeying the rules, but more in the sense of being meticulous in the priorities already identified by other projects. What was new developing one’s own techniques for research and critical analysis, under the scope of the 10 × 10 project was a body of small peda- The Calouste Gulbenkian Foundation’s Foundation’s Gulbenkian Calouste The artistic and in cultural investment education is not limited to its direct action action direct its to limited not is education funding its Through context.