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- Learning how to work in the arts field in portugal: a biographical approach to the migrant artists' trajectoriesPublication . Ferro, Lígia; Abrantes, Pedro; Veloso, Luísa; Lopes, João TeixeiraThe article considers the key dimensions of the life trajectories of the immigrant artists living in the Lisbon metropolitan area focusing on those related to the socialization process both in formal institutions and in a broader setting of informal learning. The authors conducted a sociological analysis of 20 biographical interviews with a heterogeneous set of individuals, including musicians, dancers and plastic artists. These interviews were a part of the research project on the social trajectories of migrant artists from the non-European Union countries living in Portugal. The results of the analysis show that formal and informal learning together with the migrant experience are intertwined and constitute the key factor in the configuration of migrant trajectories. There is often a mobility pattern across art styles, which makes differences between formal and informal circumstances in the life trajectories of migrant artists evident. Migration has a strong impact on the artistic work; this impact affects different areas of biographical experience: contact with the Portuguese culture, development of ethnic references, and participation in transnational art movements. The condition of immigrant artists generally implies a long trajectory of artistic training, including significant experiences of formal and informal learning in multiple social contexts throughout the life course. For those dedicated to the new transnational urban cultures (hip hop, graffiti, etc.), informal learning is the most important element. For those engaged in the traditional arts, the attendance of lengthy artistic programs seems to be a fundamental prerequisite for training and recognition. Together with the long and significant artists’ investments in their education, the sociological study also revealed the great vulnerability (and precariousness) of their life trajectories, and the lack of structures supporting their access to the labor market.
- Trayectorias y vivencias escolares en colegios socialmente contrastantesPublication . Quaresma, Maria Luisa; Abrantes, Pedro; Lopes, João TeixeiraA partir de dos investigaciones sobre los estudiantes que, en Portugal, asisten a dos tipos de escuelas fuertemente diferenciadas (colegios privados de élite y escuelas públicas ubicadas en zonas marginalizadas), se discutirá la socialización escolar y la adhesión de familias y estudiantes a la misión educativa de las escuelas, en particular a las distintas modalidades de relación con la escolaridad, visible en la construcción de proyectos educativos profundamente desiguales. Se propone el concepto de proyecto de socialización total para caracterizar el modo de relación con la escuela, en los establecimientos de élite, y el concepto de socialización parcelar, en los Territorios Educativos de Intervención Prioritaria.
- Educação de elites e a dimensão da internacionalização em PortugalPublication . Schippling, Anne; Abrantes, Pedro; Lopes, João Teixeirao Perante os atuais processos de um novo capitalismo global, a educação de elites está marcada por transformações que produzem um campo de tensão entre tendências homogeneizadoras e heterogeneizadoras. A referência ao internacional ganha, nesse cenário, um conteúdo de significado diverso, que o presente artigo procura reconstruir. Partindo de uma caracterização da educação de elites e da dimensão da internacionalização a nível global e no contexto português, apresentam-se dois estudos de caso em colégios internacionais na região de Lisboa, que correspondem a modalidades diferentes da construção da sua identidade escolar.
- Arts education in Portugal: national curricula and emancipatory projectsPublication . Abrantes, Pedro; Ferro, Lígia; Lopes, João Teixeira; Veloso, Luísa; Swinnerton, Maria de AssisThis chapter addresses the role played by arts education in the promotion of citizenship and human development, in the framework of the United Nations 2030 Agenda for Sustainable Development. Taking the Portuguese education sys tem as a case study, we describe how arts education has been conceived in the national school curricula from the 1960s until today. We then discuss three emanci patory projects of arts education.