Publicação
Critical Thinking Development: Gender Issues in the Context of Arts Training in Higher Education
| Resumo: | This article aims to analyze the development of critical thinking about gender issues in the context of higher education training, taking as a case study the proposal "Gender(s)", which aimed to carry out a transdisciplinary project articulated between the curricular units of Arts, Technologies and Multimedia and Art Theory, 2019-2020. In the course of the process, we found that students mobilized and developed critical thinking in order to overcome, in a creative way, stereotypes about gender issues. Thus, we consider that artistic production and/or interpretation of works of art, through the projection of several alternative hypotheses, stimulate autonomous thinking and the development of capacities for dealing with new situations. We conclude, therefore, that art education is a privileged place to stimulate and develop critical thinking, without resorting to preconceived ideas, being, thus, potentially able to combat class, culture, or gender stereotypes and, in this way, contribute to the creation of values that guide a socially fair action. |
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| Autores principais: | da silva, Ana |
| Outros Autores: | Bárrios, Jorge; Sá, Kátia |
| Assunto: | gender critical thinking arts education aesthetic and creative questioning género pensamento crítico educação artística questionamento estético e criativo género pensamiento crítico educación artística cuestionamiento estético y creativo |
| Ano: | 2023 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Instituto Politécnico de Castelo Branco |
| Idioma: | inglês |
| Origem: | Convergências - Revista de Investigação e Ensino das Artes |
| Resumo: | This article aims to analyze the development of critical thinking about gender issues in the context of higher education training, taking as a case study the proposal "Gender(s)", which aimed to carry out a transdisciplinary project articulated between the curricular units of Arts, Technologies and Multimedia and Art Theory, 2019-2020. In the course of the process, we found that students mobilized and developed critical thinking in order to overcome, in a creative way, stereotypes about gender issues. Thus, we consider that artistic production and/or interpretation of works of art, through the projection of several alternative hypotheses, stimulate autonomous thinking and the development of capacities for dealing with new situations. We conclude, therefore, that art education is a privileged place to stimulate and develop critical thinking, without resorting to preconceived ideas, being, thus, potentially able to combat class, culture, or gender stereotypes and, in this way, contribute to the creation of values that guide a socially fair action. |
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