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.

Downloads

Download data is not yet available.

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.

References

ANIJOVICH, R. Transitar la formación pedagógica. Dispositivos y estrategias. Buenos Aires: Paidós, 2009.

BRUNER, J. La educación, puerta de la cultura. Madrid: Machado Libros, 1997.

BUJÁN, F. Las tramas intersubjetivas del encuentro pedagógico: un abordaje semiótico-comunicacional focalizado en la diversidad. Comunicação & Educação, São Paulo, Departamento de Comunicações e Artes, Escola de Comunicações e Artes, Universidade de São Paulo (USP), ano XXIII, n. 2, pp. 109-119, 2018.

BUJÁN, F. La dimensión política de la práctica educativa: reflexiones semióticopedagógicas en torno a la formación docente en artes. Revista Diálogos en Mercosur, Santiago de Chile, n. 7, pp. 21-31, 2019.

CAMBLONG, A. & FERNÁNDEZ, F. Alfabetización semiótica en las fronteras. Dinámica de las significaciones y el sentido. Vol. 1. Posadas: Editorial Universitaria de la UNaM, 2012.

CULIOLI, A. Escritos. Buenos Aires: Santiago Arcos, 2010.

ECO, U. Los límites de la interpretación. Barcelona: Editorial Lumen, 1992.

GOODMAN, N. Maneras de hacer mundos. Madrid: La balsa de la Medusa, 1990 [1978].

GRECO, M.B. (2012) Una autoridad igualitaria en educación: construcciones, asimetrías y diálogos en el desarrollo profesional. In: BIRGIN, A. (comp.) Más allá de la capacitación. Debates acerca de la formación de los docentes en ejercicio.

Buenos Aires, Paidós, pp. 63-84, 2012.

MAGGIO, M. Enriquecer la enseñanza. Los ambientes con amplia disposición tecnológica como oportunidad. Buenos Aires, Paidós, 2012.

MEIRIEU, P. Frankenstein educador. Madrid: Editorial Laertes, 1998.

PEIRCE, Ch.S. La Ciencia de la Semiótica. Buenos Aires: Nueva Visión, 1978.

SERRES, M. Pulgarcita. El mundo cambió tanto que los jóvenes deben inventar todo: una manera de vivir juntos, instituciones, una manera de ser y conocer. Buenos Aires: Fondo de Cultura Económica, 2013.

SIBILIA, P. La intimidad como espectáculo. Buenos Aires: Fondo de Cultura Económica, 2008.

TEDESCO, J.C. Educar en la sociedad del conocimiento. Buenos Aires: Fondo de Cultura Económica, 2000.

TRAVERSA, O. Inflexiones del discurso. Cambios y rupturas en las trayectorias del sentido. Buenos Aires: Santiago Arcos, 2014.

VERÓN, E. La Semiosis Social. Fragmentos de una teoría de la discursividad. Barcelona: Gedisa, 1988.

VERÓN, E. La Semiosis Social, 2. Ideas, momentos, interpretantes. Buenos Aires: Paidós, 2013.

Downloads

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: 18 jul. 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

License

Copyright (c) 2021 Federico Buján

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

COPYRIGHT STATEMENT

 

The articles published by the magazine are free to use, intended for academic and non-commercial applications. Copyright is all assigned to the magazine. The articles whose authors are identified represent the expression from the point of view of their authors and not the official position of Palíndromo Magazine. The author (s) commits to whenever they publish material referring to the article published in Palíndromo mention this publication as follows:

 

This article was originally published by Palíndromo magazine in its volume (place the volume), number (place the number) in the year of (place the year) and can be accessed at: http://www.revistas.udesc.br/index.php/palindromo