Abstract
In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.
Highlights
Expressive arts education is a component of basic education, which, when include in organized curricular knowledge [1], enhances the capacity for personal expression [2]
Narrating is always an act of experience [33]. From these assumptions—and since the aim of this work is to problematize the meanings that are attributed to experiences lived by a primary-school teacher about her school experiences with the expressive arts education, understanding tensions that are established in the performance of her profession—it is possible to begin the debate about the life history narrated above
Recalling the aim of this paper, which was to problematize the meanings that are attributed to the life history of a teacher of the first years of basic education concerning her experiences with expressive arts education and understanding the tensions that are established in the performance of her profession through her life history, the main points of discussion and their results are organized
Summary
Expressive arts education is a component of basic education, which, when include in organized curricular knowledge [1], enhances the capacity for personal expression [2]. The goal of this research is to problematize the meanings that are attributed in the life history of a primary-school teacher and her experiences in expressive arts education and to understand the tensions that occur in her profession. Her work space, which she still inhabited for a few years, had become crowded, filled with materials she collected during her life, filled with artefacts that remind her of many lived stories, filled with children who queue up at the door to get their place, and filled with many feelings that are the reflection of Rosa do Mar as a primary-school teacher. Rosa do Mar remembers, is surprised, and dreams about the people, she has met, knows, and will meet; the places she has crossed, crosses, and will cross; and the stories in which she certainly was, is, and will be one of the main characters
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