Portuguese Journal of Artistic Education
type: channel
description: The CEPAM publishes a scientific journal dedicated to education and the arts every six months. The magazine is entitled Revista Portuguesa de Educação Artística (ISSN 1647-905X, printed version, ISSN 2183-7481, online version) and its main purpose is to disseminate the results of investigations and projects carried out in the different artistic areas, as long as they are directed to the education. The Revista Portuguesa de Educação Artística (RPEA) accepts articles on any subject in the field of artistic education, resulting from original research or essays, preferably in one of the following areas: Music Education, Dance, Theater, Fine Arts, Musicology and History of Art . Articles from all Portuguese Speaking Countries are welcome and, in case of special relevance, texts written in English can be accepted. Proposed articles may not have been the subject of any other type of publication. This restriction does not apply to press releases or abstracts published in the context of scientific meetings. The RPEA provides immediate free access to its content, following the principle that providing free scientific knowledge to the public provides greater global democratization of knowledge. Thus, all articles are made available in an open, free and at no cost to the user. Peer Review Policy Submitted articles are initially evaluated by members of the editorial team and those deemed appropriate are submitted to the technical advice of at least two external reviewers, anonymously selected from the members of the RPEA Advisory Board (rather than Scientific). The review is made anonymously, and reviewers may propose rejection, acceptance without modification or propose changes in content or form, conditional upon publication of the article. Call for papers The Portuguese Journal of Arts Education (RPEA) invites all interested parties to submit proposals for unpublished articles on any topic in the field of artistic education, resulting from original research or essayistic natu…
publisher: Conservatório
language: en
publication name: Portuguese Journal of Artistic Education
issn: 1647-905X
copyright: The work Revista Portuguesa de Educação Artística (Portuguese Journal of Artistic Education) is certified under Licence-Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
items: The Mask and the Other: A Transdisciplinary Project between Sculpture, Multimedia, and Art Theory
items: Traditional Dances in Artistic Education: A Contemporary Perspective
items: Tradicional Portuguese Music for the Development of Auditory Perception of Musical Training Students
items: Adapting a Music Education Curriculum for a Bilingual Context: A Teaching Experience Report
items: Technology in the Training of Art Educators: Current Practices in Music Education in the Digital Age
items: The Relationship between Artistic Education and the Digital Space
items: Structural Barriers to Accessing Culture
items: Education is Not an Island
items: Educational Ambiences: Expanding Artistic/Cultural Backgrounds of Pedagogy Course Students in Brazil's
items: https://rpea.madeira.gov.pt/index.php/rpea/en/article/view/258
items: Two in One: Visual Education for All as a Sustainability Pile of Cultural Patrimony and as Immaterial Cultural Patrimony itself
items: Classic or Popular Guitar? Impulses for Culturally Inclusive Musical Activity
items: Art Education in the Metaverse
items: A Musical Journey: Students’ Reflections on the Compositional Process
items: Artistic Propositions as a Provocation to Investigate Artistic/Cultural Backgrounds of Students on Pedagogy Courses in Brazil
items: Participatory Art for Change and Social Development:A Proposal for Categories of Analysis
items: Drama Education Enhancing Multilingual Languages for Substation Learning in Taiwan
items: Alter Ego – 2022 Masks and Social Poster Messages in the Project “Youth Dialogues between Continents 2020 – Latvia, Brazil, Hungary, South Africa”
items: Dances of Wanderings and Walking Experiences
items: Between Tradition and Creation: Ceramics in the Upper Ribeira Valley
items: Collaboration with Artists as a Prerequisite for the Development of Teachers’ Creative Practice: a Case Study
items: Sustainability of Musical Cultures inCompulsory Education in Taiwan
items: The Portuguese Reception of the Theater of Plínio Marcos
items: Brief Notes on Contemporary Public Sculpture in Madeira
items: A Management Approach in a Post-Pandemic Context: Specialized Music Teaching in Distance Learning Modality
items: Didactics and Pedagogical Supervision: Reflectionsin the Context of Artistic Education, Music
items: The Regionalization of the Music Education Curriculumin the 2nd Cycle of Basic Education on Madeira Island
items: Between Dances, Stories and Teaching: The Concepts of Dance/Education in Brazil
items: Anna Sokolow: a Surrealist Iconoclast?
items: Group Guitar Teaching. Context, Reflection and Approach

The Mask and the Other: A Transdisciplinary Project between Sculpture, Multimedia, and Art Theory
type: item
description: This essay reflects on transdisciplinarity in the context of art education through an artistic creation challenge aimed at 2nd-year students of the Visual Arts and Technologies undergraduate program at the School of Education – Polytechnic of Lisbon.. The proposal, entitled “The Mask and the Other”, aimed at the realization of a transdisciplinary project articulated between the curricular units of Arts, Technologies and Multimedia Workshop IV – Sculpture and Multimedia Art modules – and Art Theory, of the 2nd semester of the school year 2020/2021. The projectual process materialized the stages of the gesture of masking that begins in the individual, dividing, (un)knowing and prolonging itself in the other that contemplates it as an absolute difference of itself.
subject: Articles
  topic: section
subject: Art
  topic: keywords
subject: Multimedia
  topic: keywords
subject: Sculpture
  topic: keywords
subject: Art Theory
  topic: keywords
subject: Transdisciplinarity
  topic: keywords
subject: Mask
  topic: keywords
creator: Ana Nolasco
creator: Jorge Bárrios
creator: Kátia Sá
rights: Copyright (c) 2025 Ana Nolasco, Jorge Bárrios, Kátia Sá https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-09
publication date: 2025-07-09
starting page: 85
ending page: 102
doi: 10.34639/ze26ma31

Traditional Dances in Artistic Education: A Contemporary Perspective
type: item
description: Traditional dances in Art Education reveal an eminently experiential learning experience, which is based on a creative and ethno-artistic dialogue specific to traditional heritage. Traditional dances, by existing in the curricula, incorporate the diversity of traditional cultures present in the different educational contexts. They are a plural and intercultural space for sharing and learning new ethnochoreographic creations. Methodologically, we used documental analysis, fieldwork and professional intervention in the context of traditional dances. We highlight as main evidences, that traditional dances, a) allow us to know, share, and preserve a specific culture; b) enable playful learning experienced in a dance context or in a group context; c) develop expressive, rhythmic, psychomotor, cognitive, coordinative and socio-affective skills; d) promote expression and well-being with oneself and with the group; and e) lead to innovative and intercultural technical-artistic and rhythmic-expressive creations.
subject: Articles
  topic: section
subject: Creativity
  topic: keywords
subject: Choreographic Creation
  topic: keywords
subject: Tradicional Dance
  topic: keywords
subject: Artistic Education
  topic: keywords
subject: Repertoire
  topic: keywords
creator: Margarida Moura
creator: Maria João Alves
rights: Copyright (c) 2025 Margarida Moura, Maria João Alves https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-09
publication date: 2025-07-09
starting page: 69
ending page: 84
doi: 10.34639/rpea.v14i1.266

Tradicional Portuguese Music for the Development of Auditory Perception of Musical Training Students
type: item
description: This investigative study is part of a Supervised Teaching Practice internship that was carried out in the 2020-2021 academic year at the Seia Music Conservatory “Collegium Musicum”. We started from Traditional Portuguese Music and created and implemented mechanisms and strategies, with a view to overcoming problems in the development of students’ auditory perception. To collect data, we created questionnaire surveys to be applied to the class, and learning assessment forms were also used, which, together, led to obtaining results that tend to be descriptive. From the results obtained, conclusions were inferred that point to traditional Portuguese music as a teaching resource through which students show good signs of developing their auditory perception and that the use of this musical material proves to be motivating for those who were the target of the study.
subject: Articles
  topic: section
subject: Traditional Portuguese Music
  topic: keywords
subject: Auditory Perception
  topic: keywords
subject: Musical Training
  topic: keywords
subject: Music Teaching
  topic: keywords
subject: Motivation
  topic: keywords
creator: Rafael Abreu
creator: Fátima Paixão
creator: José Raimundo
rights: Copyright (c) 2025 Rafael Abreu, Fátima Paixão, José Raimundo https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-09
publication date: 2025-07-09
starting page: 53
ending page: 68
doi: 10.34639/rpea.v14i1.265

Adapting a Music Education Curriculum for a Bilingual Context: A Teaching Experience Report
type: item
description: This study draws upon the author’s experiences as a music teacher in a bilingual (Portuguese/English) private elementary school in São Paulo, Brazil, from 2017 to 2019. It establishes interdisciplinary connections across four domains: communication, language, culture, and inclusion. These domains inform the study’s approach to observing, reflecting, investigating, analysing, and making curricular adjustments for music education within a bilingual context, characterized by partial or total English immersion for students aged 1.5 to 9 years. The objectives of the study include documenting the curriculum adaptation process by detailing the rationale behind key decisions and sharing effective pedagogical strategies and activities that can be implemented in bilingual, multicultural, and inclusive educational settings. An analytical framework is employed to elucidate the reflective and action-oriented phases of the work. This study aims to offer insights and practical approaches for teachers and educators working in bilingual and inclusive environments.
subject: Articles
  topic: section
subject: Music Education Curriculum
  topic: keywords
subject: Bilingualism
  topic: keywords
subject: Teaching Experience
  topic: keywords
subject: Language
  topic: keywords
subject: Pedagogical Strategies
  topic: keywords
subject: Inclusion
  topic: keywords
creator: Juliana Abra-Olivato
rights: Copyright (c) 2025 Juliana Abra-Olivato https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-09
publication date: 2025-07-09
starting page: 37
ending page: 52
doi: 10.34639/rpea.v14i1.264

Technology in the Training of Art Educators: Current Practices in Music Education in the Digital Age
type: item
description: Based on a study on contemporary music (20th and 21st centuries) and children’s Music Education, this article presents some results that involved musical approaches/practices and the use of technological resources in the training of art educators. Three musical creation projects using audio recording and computer are presented – creative works carried out by Artistic Education students (a course with a transdisciplinary dimension including music, visual and performing arts), in a Higher Education Institution in Portugal, and guided by the researcher. The methodology used was action research, and in this article will be exposed a small part of the second phase of the study based on practical and exploratory work in the classroom with the students. Established on contemporary musical aesthetic models, we sought to develop feasible methodological approaches to the training of art educators, respecting the premises of electroacoustic music.
subject: Articles
  topic: section
subject: Art Educators
  topic: keywords
subject: Music Education
  topic: keywords
subject: Contemporary Music
  topic: keywords
subject: Electroacustic music
  topic: keywords
creator: Susana Maia Porto
creator: Francisco Rodilla León
rights: Copyright (c) 2025 Susana Maia Porto, Francisco Rodilla León https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-09
publication date: 2025-07-09
starting page: 21
ending page: 36
doi: 10.34639/rpea.v14i1.263

The Relationship between Artistic Education and the Digital Space
type: item
description: The changes we are currently witnessing in the field of artistic production should lead to a renewal of artistic practices experienced by students in the school context. If currently education focuses on learning processes and adaptation to the student’s needs, there must also be a connection to today’s society, which seeks to decode understandings, encourage a critical spirit, a creative spirit, the development of perception of the power of image and adaptation to multidisciplinary environments, remembering the breadth of the artistic field and its transversality. In this article, we intend to find out how digital space is included in Visual Arts disciplines, as it has influenced contemporary artistic production and the development of areas such as Design and Architecture. We also examine the guidelines for the presentation and application of digital tools and techniques, according to the documents that guide and organize the artistic teaching of Visual Arts, in middle school and high school, and what strategies and suggestions are left by the Ministry of Education of Portugal to adapt this knowledge to the profile of current students.
subject: Articles
  topic: section
subject: Artistic Education
  topic: keywords
subject: Visual Arts
  topic: keywords
subject: Education
  topic: keywords
subject: Digital Space
  topic: keywords
creator: João Pedro França Gonçalves
rights: Copyright (c) 2025 João Pedro França Gonçalves https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-09
publication date: 2025-07-09
starting page: 9
ending page: 19
doi: 10.34639/rpea.14i1.261

Structural Barriers to Accessing Culture
type: item
description: As Europe, we need to reach a commitment with Culture. The first commitment should be to guarantee greater investment and differentiated cultural mobility for the ultra-peripheral regions. This implies having direct financing to schools for cultural visits, as well as study or internship scholarships in cultural institutions. On the other hand, no less important, we need tax justice in the cultural area so that there is no double taxation and there is a reduction in taxes for private entities that finance Culture. The former President of the European Commission, Juncker, stated that artists and creators were the “crown jewels” of Europe. The President of the European Parliament stated that “culture, more than the economy, is what unites us.” I would like to see this Union as concerned with cultural tenths as it is with tenths of the banking and financial system. I would like to see what that other Europe would be like, one that chooses to invest more in culture. Investing in Culture is investing in Democracy. It is investing in human dignity and memory. In our memory. This implies, I insist, the political courage to geographically decentralize the investment made in Culture and to bet on cultural mobility. The mobility of European and third-country artists is a way of promoting peace, sharing visions, and deconstructing stereotypical social and cultural representations.
subject: Articles
  topic: section
subject: Culture
  topic: keywords
subject: Europe
  topic: keywords
subject: Investment
  topic: keywords
subject: Barriers
  topic: keywords
creator: Liliana Rodrigues
rights: Copyright (c) 2025 Liliana Rodrigues https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 125
ending page: 130
doi: 10.34639/rpea.v13i2.234

Education is Not an Island
type: item
description: The aim of this paper is to present the process of conception and implementation of the gallery educational programmes accompanying the exhibition of Eva Kotátková, which was presented in CAPC – Musée d’Art Contemporain de Bordeaux and at the National Gallery Prague. In her work, Eva Kotátková combines sculptures, objects, collages, costumes and texts into vast, playful, poetic and colourful installations, to suggest how deeply our personal lives are shaped by our social environment. This approach is materialised by complex pieces of machinery that constrain the body whilst holding possibilities for its transformation. Taking its cue from theatrical devices, a critique of psychiatric ethos, and certain forms of experimental education, Kotátková work develops in tight connection with narratives – a narration in fragments, scattered across the exhibition, that make up the image of the world. My Body is not an Island expands and elaborates upon issues that have been present in the artist’s work for many years. This project, specially conceived to be shown in the nave at the CAPC, is shaped like a gigantic body, half-fish, half-human; it both contains and mediates for a myriad of stories, whose entrancing litany will echo throughout the whole exhibition space. The educational concept is created in collaboration between the artist, curators, educators, teachers and students. This paper explores the challenges posed to the institution by collaborating with contemporary artists who themselves perceive and define their exhibitions as inclusive and educational. Through the activation of the spectator’s empathy and imagination, Eva Kotátková offers a space for understanding and tolerance. The main focus of interest lies in the communications didactic transformation of narratives from art to learning. We were concerned with what themes the exhibition can offer to schools and which pedagogical practices of gallery education would suit this purpose.
subject: Articles
  topic: section
subject: Gallery Education
  topic: keywords
subject: Contemporary Art
  topic: keywords
subject: Personal and Social Education through Art
  topic: keywords
subject: Didactic Transformation
  topic: keywords
subject: Pedagogical Content Knowledge
  topic: keywords
creator: Kr´ystina Rihová
creator: Anezka Kantarová
creator: Eliska Jelínková
rights: Copyright (c) 2025 Kr´ystina Rihová, Anezka Kantarová, Eliska Jelínková https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 107
ending page: 124
doi: 10.34639/rpea.v13i2.233

Educational Ambiences: Expanding Artistic/Cultural Backgrounds of Pedagogy Course Students in Brazil's
type: item
description: The Educating Ambiances Project was started in 2019 in the Pedagogy course at Universidade Presbiteriana Mackenzie (São Paulo/Brazil). Its objective is to value the power of educational ambiences as a set of social, cultural, aesthetic conditions that can boost citizen social interaction and expand the cultural repertoire, articulating cultural mediation, art and educational practices. In 2022, with the participation of twelve curricular components and eleventeachers, in addition to research, proposed objects were created, considered as educational resources to arouse interest, inform, invite those who play/listen/try to visit spaces outside the classroom. The research, the production of proposed objects and experiences in Early Childhood Education schools and early steps of Basic Education were evaluated and continue to germinate actions in the continuity of the project. As much for the students as for the course and for all the professors involved, the possibility of the union between teaching, research and extension, the tripod that characterizes the function of the university, composed a rich experience in the understanding of educational processes and the context as a territory of learning.
subject: Articles
  topic: section
subject: Teacher Formation
  topic: keywords
subject: Educational Ambiences
  topic: keywords
subject: Proposer Object
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Educational Processes
  topic: keywords
creator: Mirian Martins
creator: Maria Lopes
rights: Copyright (c) 2025 Mirian Martins, Maria Lopes https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 91
ending page: 106
doi: 10.34639/rpea.v13i2.232

https://rpea.madeira.gov.pt/index.php/rpea/en/article/view/258
type: item
title: The Exploration and Expression of the Heritage Richness in Arts Education in the Multi- Cultural Society of Singapore: The Preservation and Practice of the Tradition of Xiqu in Mandarin Drama Curriculum Design and Actor-Teaching
description: A young nation, the Republic of Singapore was established in 1965 as a state of multi-cultures and multi-ethnicities as well as multi-languages with English, Chinese, Malay, and Tamil-speaking communities. The arts educational program of the Chinese-speaking Drama was introduced at Nanyang Academy of Fine Arts in 1997 with the establishment of this inaugural Mandarin Drama course in the country, where a range of the English-speaking curricula of (A-Level) Theatre Studies and (O-Level) Drama courses, etc. had already been introduced in this post-colonial society. Therefore, the positioning of the mandarin drama curriculum and actor-training has always been challenging: should it follow the global format of the drama programmes, most of which were developed out of the English drama courses, or should it be a curriculum of its own – a question of whether the mandarin drama performative expressions should just be a translated Chinese version of the English Drama at large, or should it be a unique theatrical establishment of its own? This is an issue of how and to which extend the cultural and aesthetic nature from xiqu, one of the oldest existing theatrical traditions of the world cultural heritage should be preserved with curricula design and actor-training in theatre education. This paper examines, reflects, and reviews the curriculum design discourse as well as the arts educational practice with the mandarin drama program in Singapore, a case study in relation to the issue of the preservation of the world cultural heritage in drama curriculum design and actor-training practice at large.
subject: Articles
  topic: section
subject: Arts Education
  topic: keywords
subject: Theatre
  topic: keywords
subject: Chinese Operatic Performance of Xiqu
  topic: keywords
subject: Mandarin Drama
  topic: keywords
subject: Curriculum Design & Actor-training
  topic: keywords
creator: Weijie Yu
rights: Copyright (c) 2025 Weijie Yu https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 75
ending page: 90
doi: 10.34639/rpea.v13i2.231

Two in One: Visual Education for All as a Sustainability Pile of Cultural Patrimony and as Immaterial Cultural Patrimony itself
type: item
description: By this Research, we verify the Visual Education double structural capability: (1) in the core-Currículum of everyone until adolescence; (2) in its corpus of projects, assuming the value of Immaterial Cultural Patrimony. In (1), we document pioneer Good Practices, for environment improvement through Visual Art-Design Education, in Eco-compatibilization with natural and built environment emergence. In (2), we validate Files of pioneer Visual Education school projects, since 1948 (University of Lisbon Art Education Exploratory; CIEBA-FBAUL): they build curriculum visual aesthetic education sustainability, and the sustainability of Patrimony of which it is a pile – a reference mark to an “university – in-service- teachers” platform, open to international comparison. As a conclusion, we find the need for teaching-learning improvement, also recognized by UNESCO; and that “school creation of Art, frequently of Public nature”, may be recognized by it, as Humanity Patrimony.
subject: Articles
  topic: section
subject: Adolescents’ Art/Design Education
  topic: keywords
subject: Eco-Compatibilization
  topic: keywords
subject: School Art Project
  topic: keywords
subject: Teaching-Learning
  topic: keywords
subject: UNESCO Natural and Cultural Patrimony
  topic: keywords
subject: Vital Sustainability
  topic: keywords
creator: Elisabete Oliveira
rights: Copyright (c) 2025 Elisabete Oliveira https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 59
ending page: 74
doi: 10.34639/rpea.v13i2.230

Classic or Popular Guitar? Impulses for Culturally Inclusive Musical Activity
type: item
description: The article presents reflections on the classical and popular guitar, based on concepts of Intercultural Hybridity and Intertextuality, and on classroom experiences and rehearsals with an ensemble of guitars at a public university in Brazil (Federal University of Mato Grosso), with musical works in dialogue with the theoretical reference. The aim of the text was to reflect on the emblematic repertoire of formal higher education (bachelor's degree) that has its origin in the Western cultural heritage, however, constantly permeated by local, national and transnational realities, in which cultural borders are opaque. This training process becomes inclusive and has an impact on future professional activities, emanating from the subsidies that were offered.
subject: Articles
  topic: section
subject: Guitar
  topic: keywords
subject: Hybridity
  topic: keywords
subject: Intertextuality
  topic: keywords
creator: Teresinha Soares
rights: Copyright (c) 2025 Teresinha Soares https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 45
ending page: 58
doi: 10.34639/rpea.v13i2.229

Art Education in the Metaverse
type: item
description: Interaction between the physical and digital worlds has become a contemporary challenge and revelation for art education. With metaverse technologies and spaces developing, it is timely to consider how living art education in the metaverse is affecting art education at present and how this may evolve in future. This article will therefore discuss the values, attitudes, challenges, and directions associated with art education in the metaverse. It will connect metaverse experiences with art, new media, and educational cultures to recommend how art education may embrace the metaverse sensitively and flexibly to advance and align the pedagogy, practice, and policy of art education with contemporary and future life. Issues of reluctance, opposition, accessibility, and change will be explored along with metaverse influences on local and global heritage and sustainability to present a current and developing picture of the complexities and opportunities associated with art education in the metaverse.
subject: Articles
  topic: section
subject: Metaverse
  topic: keywords
subject: Art Education
  topic: keywords
subject: Culture
  topic: keywords
subject: Values
  topic: keywords
subject: Challenges
  topic: keywords
subject: Heritage
  topic: keywords
creator: Rebecca Heaton
creator: Yuzhu Sun
rights: Copyright (c) 2025 Rebecca Heaton, Yuzhu Sun https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 29
ending page: 44
doi: 10.34639/rpea.v13i2.228

A Musical Journey: Students’ Reflections on the Compositional Process
type: item
description: The New Sounds of Learning: Composing music for young musicians is a multi-site, multi-year research project partnered with the Canadian Music Centre and the Ottawa Catholic School Board. It seeks to obtain an in-depth understanding of the parameters of writing repertoire for young musicians. Consequently, it examines the conceptualizing, writing, and refining of new string and wind repertoire in collaboration with composers, teachers, and students. Students recorded their compositional experiences in a journal. Data from these journals were examined through a pragmatic lens, revealing the following themes: Conceptualization Stage (Interest, Nervousness, Comfort); Writing Stage (First Draft, Feedback); and Refining Stage (Rehearsals, Growth). The findings will be of potential interest to composers, school music teachers, and post-secondary music educators.
subject: Articles
  topic: section
subject: Composing for Young Musicians
  topic: keywords
subject: Educational Music
  topic: keywords
subject: Musical Creativity
  topic: keywords
subject: Colaborative Composition
  topic: keywords
creator: Tessandra Wendzich
creator: Bernard Andrews
rights: Copyright (c) 2025 Tessandra Wendzich, Bernard Andrews https://creativecommons.org/licenses/by-nc/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 9
ending page: 28
doi: 10.34639/rpea.v13i2.227

Artistic Propositions as a Provocation to Investigate Artistic/Cultural Backgrounds of Students on Pedagogy Courses in Brazil
type: item
description: The concern with the artistic and cultural formation of students of Pedagogy courses, who train teachers to work in Early Childhood Education and in the steps of Elementary School in Brazil, generated the present research still in process. Using artography as a methodological proposal, professors/researchers/artists from 19 Brazilian universities planned artistic propositions as a provocation to investigate the artistic/cultural background that makes up the individual and collective repertoire of those future teachers. The rhizomatic dialogues, from the conception of the research to the first selected and experienced propositions, are offered here as a space for reflection on the challenges, difficulties and discoveries provided by the beauty of the unpredictability of the relationships between theories, between practices, between subjects, times and backgrounds, composing a corpus of study and analysis that will continue to be built collaboratively.
subject: Articles
  topic: section
subject: Teacher Training
  topic: keywords
subject: Pedagogy Courses
  topic: keywords
subject: Artistic/Cultural Background
  topic: keywords
subject: Art Teaching
  topic: keywords
subject: Culture
  topic: keywords
subject: Artography
  topic: keywords
creator: Mirian Celeste Martins
creator: Jéssica Mami Makino
creator: Renata Queiroz de Moraes Americano
creator: Juliana Marcondes Bussolotti
rights: Copyright (c) 2024 Mirian Celeste Martins, Jéssica Mami Makino, Renata Queiroz de Moraes Americano, Juliana Marcondes Bussolotti https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 105
ending page: 117
doi: 10.34639/rpea.v13i1.226

Participatory Art for Change and Social Development:A Proposal for Categories of Analysis
type: item
description: This article shows the work being done within the FEASIBILITY research project (R&D&I project funded by the Government of Spain) which investigates the usefulness of participatory artistic practices as a tool for intervention and transformation of the city, in and from its public spaces, in order to improve the quality of urban life. The team is composed of researchers from different disciplines such as art, education, architecture and geography. It is divided into a series of phases, starting with a definition of analysis tools, to continue with the creation of identifiable categories with concrete practices and a third and final phase of implementation of a proposal. The project is now in its second phase, in which, without attempting to pigeonhole, it pretends to agree on categories of analysis: different roles of artists are raised in them, as well as other fundamental questions such as the artistic format or the material and temporal character of the work. We intend to be able to identify categories with concrete practices so that they can be used as a starting point for new proposals.
subject: Articles
  topic: section
subject: Participatory Art
  topic: keywords
subject: Collaborative Art
  topic: keywords
subject: Social Art
  topic: keywords
subject: Art Practices
  topic: keywords
creator: María-Dolores Callejón-Chinchilla
creator: Rocío Arregui-Pradas
creator: Carmen Andreu-Lara
rights: Copyright (c) 2024 María-Dolores Callejón-Chinchilla, Rocío Arregui-Pradas, Carmen Andreu-Lara https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 91
ending page: 104
doi: 10.34639/rpea.v13i1.225

Drama Education Enhancing Multilingual Languages for Substation Learning in Taiwan
type: item
description: Since 2018, the Taiwan government has issued the “Bilingual National Policy Blueprint”; most consider bilinguals as speaking Chinese and English. This policy of exclusively preferring English is very controversial in school education; not only do the professors of the English department, who seem to benefit from the policy have opinions, but some primary and secondary school teachers have changed bilingual education into EMI (English as Medium of Instruction) in class. In addition, representatives of the European Union and its member countries in Taiwan jointly wrote to the Executive Yuan to express their concern: the exclusive focus on English language will weaken the connection between Taiwan and European culture. Bilingual education should be oriented towards multilingual education. Language learning must be integrated into life, learning in dialogue, situation, body, and emotion, just like the drama mode of young children playing make-believe. If this is the case, the Department of Linguistics could also add drama to make for a more “humanistic” in the use of language. When drama becomes an assistant, there is an additional layer of protection for student ‘future work. It will naturally increase the number of students in the department so that drama and learning foreign languages coexist. If teachers or college students in the Department of Foreign Language learn drama conventions along with the language, they can understand that studying in this Department is not only about learning languages but also drama and they can see how the Taiwanese opera or puppet shows relate to drama. Just as British students in Tudor ages, combined learning language with drama, it was natural to have drama in the English Literature curriculum. In short, the performing arts course in Taiwan is not only to learn what drama is but also to learn other disciplines through drama, not only to use the playing elements of drama but also to assist the communication skills of language learnin…
subject: Articles
  topic: section
subject: Drama Education
  topic: keywords
subject: Bilingual Policy
  topic: keywords
subject: Medieval Age
  topic: keywords
subject: Drama Conventions
  topic: keywords
creator: Chyi-Chang Li
rights: Copyright (c) 2024 Chyi-Chang Li https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 83
ending page: 90
doi: 10.34639/rpea.v13i1.224

Alter Ego – 2022 Masks and Social Poster Messages in the Project “Youth Dialogues between Continents 2020 – Latvia, Brazil, Hungary, South Africa”
type: item
description: The Russian invasion of Ukraine began in 2022, therefore the publication is based on a comparison of the conceptual images of Alter Ego 2022 masks designed in Latvia since the beginning of the war with the messages of the 2020 social posters of Latvian, Brazilian, Hungarian and South African youth in the global world. It is remarkable that there is only a 2-year gap between the two projects, while at the same time you can see what has changed in young people and what issues have remained the same despite the COVID-19 pandemic crisis and the threat of war. In both cases, the idea was to find out how young people feel in their daily lives and in the world, and what worries them. Thus, in this study, we have analysed and compared both local and global themes, textual values and changes as well as the visual messages of young people influenced by the Ukraine war, in the period 2018-2022. We concluded that: 1. In order to feel good in everyday life and in communication with society, adolescents need to talk about their problems, ask for help, focus on their inner problems and understand their ALTER EGO This can be improved through the use of expressive tools and forms of visual art such as a “personal mask” and the social poster in art classes. 2. Accessibility, as both exhibitions were displayed in public spaces in Riga (the capital of Latvia) and also made public on websites. They have become important events both locally and globally, as discussions and dialogues have developed in Latvian society, between European countries and between continents – Europe, Africa and South America. 3. On the other hand, limited accessibility was detected precisely at the local level, when, due to restrictions in COVID pandemics and also since the war in Ukraine small-scale exhibitions were only available to students, teachers and staff in the school premises. Limited access to cultural events, coupled with the stress of uncertainty related to the war in Ukraine, creates discomfort, ps…
subject: Articles
  topic: section
subject: Social Poster
  topic: keywords
subject: Personal Mask
  topic: keywords
subject: Alter Ego
  topic: keywords
subject: Public Space
  topic: keywords
subject: Climate Change
  topic: keywords
subject: Forms of Interaction
  topic: keywords
subject: COVID-19
  topic: keywords
subject: War in Ukraine
  topic: keywords
subject: Social Problems
  topic: keywords
creator: Dace Paeglite
rights: Copyright (c) 2024 Dace Paeglite https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 69
ending page: 82
doi: 10.34639/rpea.v13i1.223

Dances of Wanderings and Walking Experiences
type: item
description: From experiences out of the multiplicity of actions/reflections in a wandering walk, we present research valuing pluriepistemologies and practices nourished by challenges and wanderings. These contact points brought us together in a project developed in two graduate courses, a colloquium, oral presentations at scientific events and workshops in Brazil and abroad. Our discussion focuses on lived experiences from the graduate course “Art, Education, Somatic” offered in a hybrid way (virtual and face-to-face), which involved two other professors from the graduate programs of the Federal University of Minas Gerais and the Federal Institute of Góias. We also present and discuss the Colloquium “Body Design Experiences” planned with the perspective of the possible in person return after the health crisis peak due to COVID-19. We intertwine our experiences with ideas of the Brazilian educator Paulo Freire, and with thoughts on “wandering”, “caring listening”, “somatic social theory”, “inventive learning”, “meaningful interactions”, among others.
subject: Articles
  topic: section
subject: Somatics
  topic: keywords
subject: Art
  topic: keywords
subject: Education
  topic: keywords
subject: Dance
  topic: keywords
subject: Practice as Research
  topic: keywords
creator: Valéria Maria Chaves Figueiredo
creator: Alba Pedreira Vieira
rights: Copyright (c) 2024 Valéria Maria Chaves Figueiredo, Alba Pedreira Vieira https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 49
ending page: 68
doi: 10.34639/rpea.v13i1.222

Between Tradition and Creation: Ceramics in the Upper Ribeira Valley
type: item
description: This article aims to present educational processes from the ceramic creation of pottery groups from Alto Vale do Ribeira, located in the south of the state of São Paulo – Brazil. The ceramic tradition in this region dates back many generations, being the result of deep connections of its residents with the ancestry of this place. Based on the preliminary results of the doctoral research in progress, we turn to this social practice aiming to find the meanings shared by the ceramists that provide an opportunity to reflect on the values of this clay activity and, in this regard, the dimensions that can strengthen the links between creation and tradition. As a methodological procedure, we collected speeches from the potters and analyzed them according to the procedure of analysis of the situated phenomenon. The category presented here is entitled: “I have love for what I do” and deals with certain specificities operating in popular work with clay, the materialized experiences that reveal their domain in dynamics that affirm social identities while expressing and renewing their collective sense.
subject: Articles
  topic: section
subject: Educational Processes
  topic: keywords
subject: Tradition
  topic: keywords
subject: Creation
  topic: keywords
subject: Ceramics
  topic: keywords
subject: Alto Vale do Ribeira
  topic: keywords
creator: Conrado Marques da Silva de Checchi
rights: Copyright (c) 2024 Conrado Marques da Silva de Checchi https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 31
ending page: 48
doi: 10.34639/rpea.v13i1.221

Collaboration with Artists as a Prerequisite for the Development of Teachers’ Creative Practice: a Case Study
type: item
description: Within the broader framework of curriculum reform and changes in education in the Czech Republic, the author examines the collaboration between teachers and artists in formal education and the possibilities of this collaboration for the development of creative pedagogical practice. It explores the adaptation of artistic practices, techniques and approaches to the context of teaching in formal education to develop pupils´creativity. She asks: 1. How does collaboration with artists develop the creative practice of teachers? 2. What artistic practices and approaches can be adapted into teaching to develop creativity? The research project has the character of a multi-case study. In this paper, the author presents the preliminary results of qualitative research of the first case of teacher-artist collaboration informed by the findings of selected international studies. The research is part of the author’s dissertation project.
subject: Articles
  topic: section
subject: Teacher-artist Collaboration
  topic: keywords
subject: Possibilities of Art
  topic: keywords
subject: Case Study
  topic: keywords
subject: Formal Primary/Secondary Education
  topic: keywords
subject: Teacher’s Creative Practice
  topic: keywords
creator: Michaela Kurikova
rights: Copyright (c) 2024 Michaela Kurikova https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
starting page: 15
ending page: 30
doi: 10.34639/rpea.v13i1.220

Sustainability of Musical Cultures inCompulsory Education in Taiwan
type: item
description: Music education in compulsory education in Taiwan has a long history. National curriculum guidelines in 2000 and 2019 put music into an integrated curriculum with visual arts, dance, and drama, but music stands still in compulsive education in Taiwan. Elementary and secondary school music teachers in Taiwan rely on textbooks primarily for teaching general music. According to research studies, Western classical music occupies the central portion of music textbooks, thus winning significant attention over traditional instrumental music and folk songs from our own culture (Chang, 2012; Lin, 2014). Taiwan is a composite of multi-ethnic groups with diverse musical cultures, and abundant precious music must pass on from generation to generation. Taiwan Ministry of Education has promoted bilingual teaching according to the Bilingual Nation 2030 Policy since 2019. As the Taiwan government defines bilingualism as English and our general-purpose language (Mandarin mostly), many frontline teachers are panic facing the situation. The researcher agrees or is against the bilingual policy but sees it as an opportunity that triggers frontline teachers to design and implement their music curriculum without textbooks. Without the limitation of textbooks, music teachers are free to choose materials and methods based on Arts Domain curriculum guideline. Furthermore, there are more chances to include folk songs and traditional music. Languages used in Taiwan include Mandarin, Taiwanese, Hakka, and more than 16 aboriginal dialects. Languages, as mentioned above, imply multi-cultures and musics. Bringing folk songs from each culture to the music class makes learning multi-lingual. World-famous music composer and educator Zoltan Kodály asserts folk songs are children’s music mother-tongue (International Kodály Society, 2023). Children learn music knowledge, theory, appreciation, and creativity through folk songs by singing and playing, and they can further comprehend the connotation of cla…
subject: Articles
  topic: section
subject: Folk Song
  topic: keywords
subject: Musical Culture
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Traditional Music
  topic: keywords
creator: Jessie Hsiao-Shien Chen
rights: Copyright (c) 2024 Jessie Hsiao-Shien Chen https://creativecommons.org/licenses/by-nc/4.0
date: 2024-10-15
publication date: 2024-10-15
doi: 10.34639/rpea.v13i1.219

The Portuguese Reception of the Theater of Plínio Marcos
type: item
description: What this essay proposes is to survey, ascertain, catalog and analyze the academic, critical and media reception of Plínio Marcos’ theater in Portugal. It has been increasingly hot to carry out studies that bring together different cultural contexts, especially in the Brazil-Portugal case, because, in addition to the history that unites the two nations from a broader point of view, there are also more political recent context elements that are equally important for comparative investigations. The experience of playwrights and theatrical operators with dictatorial traumatic situations is one of them. Plínio Marcos was the Brazilian playwright most persecuted by the Military Dictatorship between the 1960s and 1980s. In the specific case of this research project, the interest is to know more deeply if there is and how was the insertion of Plínio Marcos’ theater in the academic, critical and mediatic scenario, without, however, failing to determine if his plays were staged by Portuguese theater groups. Thus, it is expected to understand if there was a resonance of the Plinian theater in Portugal and how this process influenced or not the Lusitanian theater scene, especially between the 1970s and 1990s.
subject: Essay
  topic: section
subject: Plínio Marcos
  topic: keywords
subject: Theater
  topic: keywords
subject: Reception
  topic: keywords
subject: Portugal
  topic: keywords
creator: Helciclever Barros da Silva Sales
creator: Wagner Corsino Enedino
rights: Copyright (c) 2024 Helciclever Barros da Silva Sales, Wagner Corsino Enedino https://creativecommons.org/licenses/by-nc/4.0
date: 2024-08-01
publication date: 2024-08-01
starting page: 95 a 108
ending page: 95 a 108
doi: 10.34639/rpea.v12i2.218

Brief Notes on Contemporary Public Sculpture in Madeira
type: item
description: In order to deepen the state of the art of contemporary sculpture in Madeira, we present a broad and selective panorama from the mid-20th century to the present day of different artistic interventions in the public space, with the common denominator being sculpture as a territorial element and communicator of memory, taking into account its educational, civic and artistic nature. In this sense, there is an urgent need to deepen, as far as possible, the occupation and justification of sculpture through various references of critical thinking that stimulate legitimization processes and combat inertia in the public sphere, which is intended to be dialogic and active. Good practices are thus highlighted and encouraged among citizens and decision-makers as a fair process in the preparation of public tenders, an essential requirement in expert advice from the world of art and university research for dignifying the place of public and democratic art in the public space.
subject: Articles
  topic: section
subject: public art
  topic: keywords
subject: sculpture
  topic: keywords
subject: monument
  topic: keywords
subject: architecture
  topic: keywords
subject: public tender
  topic: keywords
subject: Plop art
  topic: keywords
creator: Duarte Encarnação
rights: Copyright (c) 2024 Duarte Encarnação https://creativecommons.org/licenses/by-nc/4.0
date: 2024-08-01
publication date: 2024-08-01
starting page: 67 a 94
ending page: 67 a 94
doi: 10.34639/rpea.v12i2.217

A Management Approach in a Post-Pandemic Context: Specialized Music Teaching in Distance Learning Modality
type: item
description: The Covid 19 pandemic made it necessary to impose social distancing measures, which had an impact on different sectors of society. Education was no exception to this reality. With the spread of the Covid 19 virus and the need to avoid crowds of people, schools and educational institutions had to adapt to continue teaching activities safely. Therefore, the need arose to “massify” Distance Learning (E@D), a sporadic or little-spread practice. The present study attempted to identify under what conditions and circumstances instrument teachers taught, as well as their professional experiences in this teaching context. The data for this study were collected through an online survey with teachers from all teaching cycles of Specialized Music Teaching. The sample consisted of 92 participants (n=92) from the instrument and singing recruitment groups. The results showed that most teachers were not prepared to teach E@D and that schools did not provide adequate training and resources for teaching. The results also showed that teachers’ productivity and emotional balance were negatively affected. Many teachers were forced to adapt and modify plans and methodologies. The study suggests that, even though the use of technological means and communication tools was one of the positive aspects and that could be an advantage in the Specialized Teaching of Music.
subject: Articles
  topic: section
subject: Specialized Art Education
  topic: keywords
subject: Instrumental Musical Pedagogy
  topic: keywords
subject: Covid 19 Pandemic
  topic: keywords
subject: Distance learning
  topic: keywords
creator: Hugo Emanue Vaz Pinto Rodrigues
rights: Copyright (c) 2024 Hugo Emanuel Vaz Pinto Rodrigues https://creativecommons.org/licenses/by-nc/4.0
date: 2024-08-01
publication date: 2024-08-01
starting page: 53 a 66
ending page: 53 a 66
doi: 10.34639/rpea.v12i2.216

Didactics and Pedagogical Supervision: Reflectionsin the Context of Artistic Education, Music
type: item
description: This article presents itself as a set of reflections on the role of Didactics and Pedagogical Supervision in musical practice today and in the training of teachers in general education and higher education. The research methodology was qualitative through the collection and analysis of articles, books and conference minutes. Didactic knowledge is a central component of the profession of teaching and an area of training with significant expression in undergraduate and master’s degrees in teaching. The way this knowledge is operationalized in the scope of training depends on several factors, among which I emphasize the foundation, supervision strategies in the educational context of initiation to professional practice, as well as the way these areas are articulated with the curricular units of the Didactics areas. It is understood that the training in Didactics and Pedagogical Supervision should promote the articulation between the theory and the action, converge the development of reflective teachers, facilitators of the learning and the autonomy of their students. Thus, trainings and supervisory practices should focus on the analysis and reconstruction of the educational experience, making it the central axis of professional development.
subject: Articles
  topic: section
subject: Didactics;
  topic: keywords
subject: Pedagogical Supervision
  topic: keywords
subject: Artistic Education
  topic: keywords
subject: Initial Training
  topic: keywords
creator: Vera Monteiro e Silva
rights: Copyright (c) 2024 Vera Monteiro e Silva https://creativecommons.org/licenses/by-nc/4.0
date: 2024-08-01
publication date: 2024-08-01
starting page: 43 a 52
ending page: 43 a 52
doi: 10.34639/rpea.v12i2.215

The Regionalization of the Music Education Curriculumin the 2nd Cycle of Basic Education on Madeira Island
type: item
description: This article focuses on the Regionalization of the Music Education Curriculum in 2nd “Ciclo de Educação Básica” in the Autonomous Region of Madeira (RAM). It documents its conception and implementation process since its beginning, while seeking to understand the perspectives of its protagonists about its advantages and disadvantages and obstacles it came across, its non-compulsory character, its possible function of promoting cultural and regional affirmation, as well as its future challenges, amongst other relevant matters. The article begins by problematizing the concept of curriculum, curricular regionalization, and Music Education, followed by the empirical section. The methods used were documentary analysis of legal documents mostly, and interviews to six of the protagonists involved in the implementation of this project in Madeira. This case study is important to stimulate reflection and debate on a possible replication or dissemination of analogous curricular regionalization processes to other regions or to Portugal.
subject: Articles
  topic: section
subject: Musical Education
  topic: keywords
subject: Regionalisation of the Curriculum
  topic: keywords
subject: Autonomous Region of Madeira
  topic: keywords
subject: Traditional Music of Madeira Island
  topic: keywords
creator: Carolina Faria
creator: Pedro Santos Boia
rights: Copyright (c) 2024 Carolina Faria, Pedro Santos Boia https://creativecommons.org/licenses/by-nc/4.0
date: 2024-08-01
publication date: 2024-08-01
starting page: 21 a 42
ending page: 21 a 42
doi: 10.34639/rpea.v12i2.214

Between Dances, Stories and Teaching: The Concepts of Dance/Education in Brazil
type: item
description: This Dance/Education study aims at understanding the different concepts of Dance/Education created in Brazil. Therefore, we understand the act of conceptualizing as the process of creation and invention, in which people seek, through words, to create meanings for their actions in the world. In turn, we believe that the concepts of Dance/Education are linked to the teaching-learning tendencies and conceptions signaled by Gehres (2008) and Souza (2010). Thus, we organized the text in two expressive essays, entitled: (1) Concepts Emerged in Empiricism and (2) Interactionism and the Elaboration of Concepts. Through this work we have located the existence of the concepts Dance in Education, Dance- Education, Dance and Education, and Dance/Education, which are configured as indicative, pointing us to how pedagogical paradigms in Dance were constructed in a certain time-space.
subject: Articles
  topic: section
subject: Dance in Education
  topic: keywords
subject: Dance-Education
  topic: keywords
subject: Dance and Education
  topic: keywords
subject: Dance/Education
  topic: keywords
creator: Alexsander Barbozza da Silva
rights: Copyright (c) 2024 Alexsander Barbozza da Silva https://creativecommons.org/licenses/by-nc/4.0
date: 2024-08-01
publication date: 2024-08-01
starting page: 7 a 20
ending page: 7 a 20
doi: 10.34639/rpea.v12i2.213

Anna Sokolow: a Surrealist Iconoclast?
type: item
description: Half a dozen of sentences could summarize, assertively, the artistic path of the great American choreographer, Anna Sokolow: Jewish by birth, she became a dancer by passion and a choreographer – of great and uncompromising integrity – by vocation; she took “modern dance” from the United States of America to Mexico and Israel – and to other countries around the world – having shown, with enormous vigor, what Art asked from her, of her life and of her work; her keen interest in humanistic themes led her to create works of great dramatic intensity, always associated with contemporary and often provocative imagery; in her creations, in which we can see a few traces of surrealist aesthetics, she did as much as she could do to awake the conscience of the public that flocked, then, to the New York theaters and her artistic goals always reflected humanitarian and social justice practices, making her a unique Woman and Artist in the spectrum of the 20th century dance.
subject: Biography
  topic: section
subject: Anna Sokolow
  topic: keywords
subject: Dance
  topic: keywords
subject: Surrealism
  topic: keywords
subject: United States of Americ
  topic: keywords
creator: António Laginha
rights: Copyright (c) 2023 Portuguese Journal of Artistic Education https://creativecommons.org/licenses/by-nc/4.0
date: 2023-07-24
publication date: 2023-07-24
starting page: 87 a 98
ending page: 87 a 98
doi: 10.34639/rpea.v12i1.212

Group Guitar Teaching. Context, Reflection and Approach
type: item
description: This work presents a reflection on the practices carried out in group instrumental teaching classes in the training of music education teachers, more specifically the guitar, where the aim is to learn to play this instrument as an auxiliary tool to perform musical accompaniments. Applied at the Escola Superior de Educação of the Instituto Politécnico do Porto, in the 1st and 2nd years of the Music Education Course in the curricular subunits Guitar I and II of the curricular units Vocal and Instrumental Practice II and III respectively, this pedagogical tool integrates groups of students with knowledge in terms of musical training and, mostly, without any knowledge or training in this instrument. Therefore, based on the acquired experience, this is the description of the approach to studying the guitar in a group, where the objective is not to assess the degree of efficiency in comparison with individual teaching, but rather to reflect on the action to promote and enhance individualized learning in this specific context, concentrating the necessary means for its operation with thoughtful and organized didactic material.
subject: Articles
  topic: section
subject: Musical Education
  topic: keywords
subject: Higher Education of Music
  topic: keywords
subject: Group Instrumental Practice
  topic: keywords
subject: Guitar Learning
  topic: keywords
creator: Paulo Jorge Ramos
rights: Copyright (c) 2023 Portuguese Journal of Artistic Education https://creativecommons.org/licenses/by-nc/4.0
date: 2023-07-24
publication date: 2023-07-24
starting page: 67 a 86
ending page: 67 a 86
doi: 10.34639/rpea.v12i1.211