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