Criatividade em arte-educação: interseção entre design, cultura visual e justiça social

Flavia Bastos,Enid Zimmerman

doi:10.22456/2357-9854.75178

Abstract

Neste artigo, discutimos e ilustramos com exemplos práticos que a criatividade pode ser utilizada no ensino da arte para promover a justiça social por meio de uma interpretação atualizada da cultura visual e do conteúdo do design, que é inclusivo e emancipatório por natureza. Duas experiências no ensino superior de como a pesquisa e o ensino podem promover o aprendizado criativo dentro de uma concepção contemporânea de ensino de arte, design e cultura visual são examinadas, incluindo o desenvolvimento de habilidades em pesquisa em design e no ensino de cultura visual. Esses relatos esclarecem como a pesquisa criativa e a pedagogia podem se conectar com educação e justiça social em salas de aula da educação básica e outras configurações educacionais, concluindo que pela interseção entre o design, a cultura visual e a criatividade, os arte-educadores podem transformar a injustiça em criação de um interconectado mundo de tolerância, apoio e equidade

Highlights

Visual culture is a much-debated term in the United States that has been used since the early 2000s to describe a widening of teaching and learning content considered pertinent in visual arts education
Propelled by a belief that design and visual culture art education can enhance the education of all learners, and that creativity represents a keystone in this process, we have individually and in our collaborations targeted broad understandings of design and visual culture art education while embracing the transformative nature of these approaches and recognizing their potential for contributing to social justice
In conducting research for our recent co-edited text on the topic of creativity research and practice (BASTOS; ZIMMERMAN, 2015), we identified a gap between research and practice that targeted the relationship among creativity, design, visual culture, and social justice

Summary

Creativity and Contemporary Global Culture

We support and promote a point of view about creativity that privileges its inprocess dimension and embraces its potential to promote educational experiences that have individual significance for students and are connected to their local contexts and how these relate to international settings. Scholarship in art education continues to morph in the context of new digital environments where modes of mass media communication are not limited only to writing, but include multimodalities such as images, audio, video games, crowd sourcing, social networks, and collaborative scholarship Such settings influence “new combinations of thought, words, actions, and images” 278) expressed in new modes of visual culture where emphasis on artistic design promotes processes of creativity through collaboration in schools, communities, and cultural organizations Reflecting on these contemporary issues, we have continued to support concepts and practices set forth in the creativity book project, directly linking these to our own educational practices in art education that include preparing educators to honor the importance of students' rights, and integrating these with local school and community concerns, as well as considering the transformational potential of creative acts and processes in a new age that focuses on design and visual culture as avenues for art education curriculum and institutional reform and promotion of social justice for all learners.

Creatively Inclusive Pedagogies

Creativity and Inclusive Research Design

Creativity and Inclusive Teaching Practices

Connecting ideas