Where creation finds its place: the artist-teacher in narratives and struggles over meaning in Portuguese art schools
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26187.042Abstract
This article investigates how teachers at the Soares dos Reis Art School and the António Arroio Art School understand the implications of their artistic practice for their teaching, taking the debate surrounding the concept of the artist-teacher as its point of reference. Adopting a qualitative approach, the study combines institutional contextualization with the analysis of data collected through questionnaires and interviews conducted with Visual Arts teachers. The theoretical framework draws on Dennis Atkinson’s (2022) reflections on neoliberal rationality and subjectivation in education, as well as Portelli’s (1996) oral history perspective, according to which orality constitutes a situated form of knowledge production. The results indicate that, despite favorable material conditions, the integration of artistic practice and teaching is permeated by institutional and symbolic tensions.
Keywords: Artist-teacher. Specialized arts education. Oral history. Teacher narratives.
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