Inês Barreira

Faculty of Fine Arts of the University of Porto

phd student // FCT/i2ADS studentship

Maria Inês De Pereira Barreira. Frequenta o Doutoramento em Educação Artística pela Universidade do Porto Faculdade de Belas Artes desde 2018/10/04. Concluiu o Mestrado em Ensino de Artes Visuais no 3.º Ciclo do Ensino Básico e no Ensino Secundário em 2018/10/19 pelo(a) Universidade do Porto Faculdade de Psicologia e de Ciências da Educação e concluiu o Mestrado integrado em Arquitectura em 2014/05/08 pelo(a) Universidade Lusíada Porto Faculdade de Arquitectura e Artes. É Investigador no(a) Universidade do Porto Instituto de Investigação em Arte Design e Sociedade. Atua na(s) área(s) de Humanidades com ênfase em Artes. É atualmente bolseira de Doutoramento pela FCT.


Thesis title
Artistic practices of teaching/learning in early childhood – Possibilities of another listening

FCT reference

This research is part of the LabEA Project (Laboratory of Artistic Education) and is part of a field work involving five school groups in the Municipality of Felgueiras, at the pre-school education level and 1st cycle of Basic Education. Assuming Felgueiras is part of a cluster, in which the institutional power molds the way in which the concept of a child is used in Art Education, the project aims to understand the rationality grids inscribed in the teaching/learning practices, and how the concept of childhood hegemony is formed. Within a discourse that shapes teaching practices, in which the curriculum is seen as truth, we seek to understand how a normalization of childhood is constituted. In this “model of secular rationality”, the child is seen from a scale of progressive development, marked by states of ‘evolution’, but also from heteronormative representations, marked by biological aspects that perpetuate the child as a universal, “asexual and ahistorical” subject. The school system is based on a disciplinary power that promotes processes of subjectivation based on a binary system of normal/abnormal, good/bad, that leads the behavior of the subject to be molded in a pre-determined way, while keeping the illusion of freedom of choice. The research starts from the concept of “queerization of childhood” as resistance to the mechanisms of power that depoliticize childhood, and from a decolonization of artistic education practices at these educational levels, relegating the traditional crafts, which are commonly present at these levels, through a activation of devices of political subjectivation of each child in the relationship with itself and with its community.

Catarina Martins


More info