Ways of Seeing the School: The Production of Subjectivities within Educational Spaces

By Catarina Sofia Martins, Inês Miguel, Catarina Almeida and Paulo Fernandes.

Published by The Arts Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The certainty that our ways of seeing and producing representations of reality is mediated by visual and textual discourses underlines the need of rethinking the modes in which we relate to these contexts. Starting from a post-structuralist perspective we intend, through images of school spaces, undertake an analysis of school as a disciplinary institution within which various dynamics of power-knowledge and its effects in the subjectivities of both students and teachers take place. Considering the image as a discourse we will mobilize the theoretical apparatus from the field of visual culture studies. Assuming this photo essay as an exercise of ‘writing of the self’, the authors bring to this forum the possibility of rethinking their own practices as teachers, researchers and artists, through a critical position that encounters in visuality a way of thinking differently about education. The article starts from photographic images classified into two types. Some are captured by the authors in their own schools, spaces in which they circulate everyday as part of their professional lives as teachers. Others come from photographic archives, publications or from the internet. The photo-essay puts into action, through the exercise of producing images and a text, what seems to be an exhibition of seeing. It will make strange some familiarities, and familiar what was thought as strange. The proposal is very much a collaborative work among the authors, and it opens into dialogues in which the ‘space’ and the images, the representations of school and schooling, are important factors in shaping pupils and teachers lives.

Keywords: Ways of Seeing, Visual Culture, School, Art Education, Discourse, Subjectivity

International Journal of the Arts in Society, Volume 6, Issue 3, pp.9-20. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.409MB).

Catarina Sofia Martins

Assistant Teacher, Faculdade de Belas Artes, Universidade do Porto, Porto, Portugal

Born in 1980 in Portugal. Graduation in Fine Arts - Painting at the Faculty of Fine Arts, Oporto University. Master in Arts Education at the Faculty of Fine Arts, Lisbon University. Finishing PhD at the Institute of Education, Lisbon University. Researcher at I2ADS - Institute of Research in Art, Design and Society, Faculty of Fine Arts, Oporto University. Researcher at The Institute of Education, Lisbon University. Teacher at the Faculty of Fine Arts, Oporto University.

Inês Miguel

Master Student, Art Education Department, Universidade do Porto, Porto, Portugal

Inês Miguel (1985, Lisbon, Portugal) Degree in Fine Arts and Intermedia at ESAP (Escola Superior Artística do Porto), 2008. Post-Graduation Course in Management of Cultural and Educational Arts Activities at ESEPF (Escola Superior de Educação de Paula Frassinetti), 2009. Currently doing a Master in Teaching of Visual Arts at Faculdade de Belas Artes, Universidade do Porto and doing an internship at the Secondary School Aurélia de Sousa.

Catarina Almeida

Master Student, Art Education Department, Universidade do Porto, Porto, Portugal

Catarina Almeida, 1985. Graduation in Fine Arts - Painting at the Faculty of Fine Arts, University of Porto (FBAUP), and Master in Teaching of Visual Arts in the same university. Doctoral student in the area of Artistic Education and researcher at I2ADS (Institute of Research in Art, Design and Society / FBAUP).

Paulo Fernandes

Visual Arts Teacher, Escola Básica de Vilar de Andorinho, Porto, Portugal

Paulo Miguel de Oliveira Fernandes (1979, Portugal), Graduated in Teaching Visual and Technological Education. Master in Teaching Visual Arts at the Faculty of Fine Arts, Oporto University. Teacher of Visual and Technological Education since 2001.

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