Abstract
This article aims to describe the construction path of the discipline “Art and Aesthetics in International Relations”, its objectives and how the interaction occurred in the classroom. To this end, we begin with a theoretical discussion on the role of art and aesthetics in the teaching of International Relations and then we present the structuring and development of the minicourse “Art and International Relations”, which served as a stimulus for the emergence of the discipline. Finally, we will approach how the discipline took place, as well as the students’ perception of it, for this the “open” interview model was applied. This text is based on the action research methodology - particularly on participant observation -, in which the investigation is instrumentalized to understand, develop and improve the practice; in this case, the goal is to improve alternative pedagogical practices in the teaching of International Relations, strengthening the logic of peacebuilding through the arts.
Highlights
Luan do Nascimento Silva e Paulo Roberto Loyolla Kuhlmann emergence of the discipline
We will approach how the discipline took place, as well as the students’ perception of it, for this the “open” interview model was applied. This text is based on the action research methodology - on participant observation, in which the investigation is instrumentalized to understand, develop and improve the practice; in this case, the goal is to improve alternative pedagogical practices in the teaching of International Relations, strengthening the logic of peacebuilding through the arts
A disciplina proporcionou maior aprofundamento nas discussões sobre teorias e práticas internacionais, fortalecendo perspectivas de empoderamento e emancipação por meio das artes, que consequentemente constituem alternativas não-convencionais para a Construção da Paz pela Base
Summary
Luan do Nascimento Silva e Paulo Roberto Loyolla Kuhlmann emergence of the discipline. Essas disciplinas requereram não só a discussão das literaturas específicas, mas também o envolvimento, de forma prática, dos estudantes com o local ao seu redor, quer seja para observar problemas ou para compartilhar conhecimentos (DRI et al, 2017).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
