The construction of a semiotic-pedagogical perspective in arts teacher training

Authors

DOI:

https://doi.org/10.5965/2175234614322022050

Keywords:

Semiotics. , Pedagogy , Arts Teacher Training

Abstract

This paper discusses the scope that the development of a semiotic-pedagogical approach in arts teacher training may entail, in attention to the significant dimension of artistic discursivities, the aesthetic dimension of contemporary media discourses and the ways in which both are embedded in the development of the subjectivity of social actors. To this end, the way in which a complex network of intersubjective relationships is configured in the pedagogical meeting and how this emerging space operates as a base matrix for the deployment of a process of deconstruction of social meanings is interrogated. After a journey through different constitutive aspects of the pedagogical field and approaching various features related to the political nature inherent to the educational act, we discuss the way in which attention to the significant dimension of both educational praxis and artistic discourses can lead to the development of a critical and reflective positioning as part of a critical and transformative pedagogy. Finally, by way of conclusion, some challenges and contributions that can make the development of this semiotic-pedagogical perspective in arts teacher training are formulated.

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Author Biography

Federico Buján, UNR - UNA

Doutor em Humanidades e Artes pela Universidad Nacional de Rosario (UNR). Pós-doutorado pela Escola de Comunicações e Artes da Universidade de São Paulo (USP). Pós-doutorado CONICET. Atualmente é professor e pesquisador na Universidad Nacional de Rosario (UNR), na Univeridad Nacional de las Artes (UNA) e Universidad de San Andrés (UDESA). Desenvolve pesquisas na área da Educação e integra o Observatório da Formação de Professores de Artes.

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Published

2022-01-03

How to Cite

BUJÁN, Federico. The construction of a semiotic-pedagogical perspective in arts teacher training. Palíndromo, Florianópolis, v. 14, n. 32, p. 50–66, 2022. DOI: 10.5965/2175234614322022050. Disponível em: https://revistas.udesc.br/index.php/palindromo/article/view/21107. Acesso em: 22 nov. 2024.

Issue

Vol. 14 No. 32 (2022): Formação de professores de artes no Brasil: problematizações a partir do projeto em rede observatório

Section

Artigos Seção temática

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Copyright (c) 2021 Federico Buján

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