Vol. 9 No. 3 (2023): Processes and Procedures in Pedagogical Scenes
By composing a dossier on "Processes and Procedures in Pedagogical Scenes" the aim was to unveil an investigative path for teaching. The challenge persists in the relationship between theory and practice, which must be perceived and practiced in an integrated manner, avoiding the adoption of isolated moments of practice or theory. Instead, we seek to create a unit for the curricular components, stitching together practices that are configured as integrated teaching, research and extension actions at both the School and the University.
This aspect is evident in the choices of processes and procedures that involve research and awaken aesthesia. Interaction and aesthetic experience ), the experiment, the experience, value the event revealed and reflected before, during and after. Aesthetic challenges reveal propositions, methodological choices to provoke actions and reflections, always inserted in social practices, subordinated to the singular context, attentive to those who participate in it, lead to reflections on provocative environments, ateliers, clinics, laboratories, propositions artistic and performances.
In this context, observing, mapping, analyzing, reflecting and, above all, creating are actions that direct and bring together theory and practice, the subject of the theme, the means of methods, assessments of continuities and the content of form. How do we plan our classes? How do we decide what to present to our students? How do we manage to compose within the context in which we are inserted? Or, finally, how do we challenge ourselves? The importance of documenting our actions, projects and approaches, as a fundamental condition for research, is evident, covering everything from our concerns, problems, methods to our desires.
These questions are present in this volume of Revista Apotheke, which is pleased to present a selection of 18 works covering different modalities, with articles dedicated to the central theme "Processes and Procedures in Pedagogical Scenes", interviews, visual essays and articles in continuous demand. Each contribution reflects the commitment and diversity of perspectives of the authors, providing diverse nuances regarding contemporary themes present in the field of Art/Education articulated with pedagogical practices/scenes. This set of works aims to enrich academic dialogue, stimulating reflections on the processes and procedures that shape the contemporary pedagogical scenario.
