Abstract
This study approaches cultural management from the perspective of arts teaching graduates, considering the impact of teacher training on the development of artistic, socio-cultural, mediating, and community articulation actions. Methodological procedures were used, such as interviews, contextual approach experiences, and bibliographical analyses. The author’s personal reports on her experiences as an artist-educator-manager were also included, intertwining reflections on the notions of body, territory, citizenship and cultural democracy, which intersect the training of arts teaching graduates and the practice of cultural managers. The conclusion of this study emphasizes the potential of this professional, who creatively aligns artistic, educational, and administrative processes for a mediated and territorialized cultural management.
Published Version
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