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Critical Thinking Development: Gender Issues in the Context of Arts Training in Higher Education

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Summary: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.  
Main Authors:da silva, Ana
Other Authors:Bárrios, Jorge; Sá, Kátia
Subject: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
Year:2023
Country:Portugal
Document type:article
Access type:unknown
Associated institution:Instituto Politécnico de Castelo Branco
Language:English
Origin:Convergências - Revista de Investigação e Ensino das Artes

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