The monograph summarizes the results of scientific research by leading specialists of the Kharkiv State Academy of Culture in the field of cultural studies and art history. The first section of the ...monograph "Applied cultural studies" highlights the modern achievements of scientists regarding the content of complex processes of culturation and acculturation as key trends in the formation of the personality culture of modern youth, identifies the features of current cultural practices and the newest means of culture creation, reveals their possibilities for the prevention of post-war social alienation. The results of the study of visual frames of the Russian-Ukrainian war, which combined the stereotypes of media coverage of Russian aggression with the mental features of traditional Ukrainian culture, are original. The second section of the monograph "Actual problems of modern art history" highlights the historical transformations of art-oriental studies, film education and film art, features of the formation of auteur theater schools in Ukraine. The introduction into scientific circulation of unique biographical and factual information about little-known aspects of the development of various types of art is of indisputable value. The monograph is intended for scientists, students, graduate students, teachers who are interested in the problems and directions of development of Ukrainian humanitarian studies, cultural studies and art studies.
This study examines the current problems of modern cultural and artistic education, identifies areas that require innovative approaches, and analyses the programs through the example of the National ...Academy of Culture and Arts. The demands of post-industrial civilization caused strengthening of integration between culture, education, and science, provoked the need to create a cultural and spiritual foundations, which became the main resources for Ukrainian state’s revivals. The renewal of the education system that aligns with the modern cultural situation calls for rethinking of pedagogical methodological recommendations in accordance with the requirements of post-classical rationality and the development of modern scientific thinking. Identification of the heuristic and practical possibilities of the cultural paradigm, which shifts artistic knowledge in a new cultural direction, changes their cultural dominance and develops an idea about its essence and functions in a culturally appropriate and value-oriented environment, cultural microcosm.
Este artículo tiene el objetivo de reflexionar críticamente sobre la construcción del perfil profesional de los docentes de artes y humanidades en la Educación Superior de Ecuador, con el fin de ...mejorar su empleabilidad en escuelas, colegios e institutos. Por este motivo, la investigación utiliza una metodología cualitativa, de carácter exploratorio y descriptivo, que promueve una revisión filosófica y antropológica para reconceptualizar los procesos de enseñanza-aprendizaje que se dan en la asignatura ‘Educación Cultural y Artística’ (ECA) del currículo de Educación General Básica (EGB). Como resultado, se muestran las estimaciones estadísticas publicadas por el Ministerio de Educación (2021) sobre la cantidad de instituciones educativas que forman estudiantes en asignaturas relacionadas con las artes tanto en Educación Básica y Bachillerato General Unificado, como en instituciones especializadas y que necesitan docentes-investigadores formados. Desde una visión educativa compleja, transdisciplinar, decolonial e intercultural, la investigación propone ocho principios filosóficos y antropológicos derivados de la cosmovisión indígena quechua del Sumak Kawsay, orientados a construir una filosofía educativa de formación docente que mejore sus competencias pedagógicas y artísticas. Para concluir, se debate sobre las políticas públicas y los planes de estudios de educación superior que orientan el perfil profesional de los estudiantes que ejercerán como docentes.
Les recherches montrent que les rencontres entre les enfants et les formes de culture et d’art ouvrent de nouvelles perspectives d’éducation et d’émancipation. Elles constituent des lieux ...d’expérimentation et de choix réfléchis, des «laboratoires» centrés sur les acteurs ; elles permettent le partage de nouvelles relations entre enfants et adultes ; elles transforment les manières d’apprendre et les rapports au savoir. Les enjeux se situent dans les passages entre culture sociale et culture scolaire et dans le partage d’une culture qui articule une activité sociale dynamique, un travail cognitif et un réel plaisir. Ils sont dans l’ «empoignade» avec des formes et des expressions artistiques qui intègrent l’aventure, les épreuves et la lenteur des cheminements, une brèche entre imaginaire et réel qui serait aussi une participation politique.
Researches have shown that the encounters between children and cultural or artistic forms generate new educational and emancipational perspectives. These encounters represent opportunities for experimentation and thoughtful choices, «laboratories» focused on their actors. They allow new relations to be shared between children and adults. They transform the ways to learn and the relations to knowledge. The stakes are set on the links between social culture and school culture and on the sharing of a culture that links a dynamic social activity, a cognitive work and a real pleasure. They are linked closely with artistic forms and expressions that integrates adventure, challenges, the slowness of progress, a breach between real and imaginary that would be also a political sharing.
Dupont Nathalie. L’éducation artistique : des enjeux de formation globale et d’émancipation d’un enfant-élève-apprenant créateur et citoyen. In: Spirale. Revue de recherches en éducation, n°56, 2015. Expérience esthétique et culture scolaire : quelles alliances possibles au service du développement global d’un enfant ? sous la direction de Carole Baeza et Marie-Christine Le Floch. pp. 117-128.
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