CHALLENGES TO BASIC VISUAL AESTHETIC EDUCATION AND IMPLICATIONS ON THE CURRICULUM AND TEACHER EDUCATION IN SELF-ECO-COMPATIBILIZATION WITH THE INVOLVING EMERGENCY

• DOI: https://doi.org/10.22533/at.ed.5584162408057

• Palavras-chave: Curriculum, School projects, Teacher Education, UNESCO’s Cultural-Visual Heritage, Visual Aesthetic Education.

• Keywords: Curriculum, School projects, Teacher Education, UNESCO’s Cultural-Visual Heritage, Visual Aesthetic Education.

• Abstract:

  This research aimed to: (I) Reflect on the challenges the involving  emergency poses to Visual Aesthetic Education (EEV) - mainly the expression of adolescent questions, threats to ecology, violence, or lack of control over using Artificial Intelligence. (II) Understand the implications of these challenges for a curriculum that, at the end of the 9th basic grade (up to where EEV is mandatory), is a solid anchor for integral visual aesthetic development, throughout life; and also, the requirements that arise for the education of the respective teachers. The methodology includes case studies of school projects in the country, where we observed the search for answers to emerging challenges; consideration of the evolution of influential artistic technologies in schools and the 2023 UNESCO’s Recommendation on Artificial Intelligence in the school experience; and reflection on a reference (not a model) for the interaction and valuation of the school work carried out - including the processes of disseminating lived experience. We are based on the complexity of the EEV, interpreted as triangularity by Elliot Eisner, Ana Mäe Barbosa, or Elisabete Oliveira - pointing to its dimensions/functions: material/technological; social/communicative; and ontological/life organization. We conclude on the need for (1) Sustained questioning of the involving emergency - its constraints, tensions, and resources. (2) Education/qualification of young people and teachers, which integrates the scientific-technological contribution, without prohibitions and with the development of the meaning of a humanized life, where innovation - integrating Artificial Intelligence - can serve the person and the communities, with risk but without creating dependence, alienation, dystopia. (3) Critical meaning and intervention, for a constant self-eco-compatibilization of teachers and students, not of conformity, but of creating the “new” necessary to improve the quality of life. (4) Awareness of the intangible cultural heritage value of the school visual creation - in Portugal counting 75 years of freedom of drawing -, testifying to experience/culture; and that, as the sustainability of the EEV is continually threatened by reductive educational visions, a movement recognizing it as a UNESCO’s Cultural-Visual Heritage Site will be desirable.