Economia criativa e formação para a sensibilidade: uma análise de percepções dos atores da escola no ensino médio
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| Main Author: | |
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| Publication Date: | 2025 |
| Format: | Master thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10036 |
Summary: | Systemic thinking, acquired by the individual, is not developed in isolation, but through the interconnections established via their experiences. There are, however, concepts and dimensions that warrant individual study to fully comprehend their complexity and, subsequently, their interconnections. This research analyzes the ways in which high schools engage with the creative economy, understood as a field articulating art, culture, education, and subjectivity, as perceived by school stakeholders. This investigation stems from the author’s concerns experienced throughout her career in the fields of culture and public education, particularly given the lack, in many institutions, of practices that value creative expression, aesthetic experience, and sensitive development. Engaging with art, culture, imagination, and freedom, while observing the world and its dichotomies, presents a viable path for education, enabling reflexive stances in the contemporary student. In this context, the following research question is formulated: How do high schools promote an education geared towards the creative economy? The general objective is to understand the educational provision in high schools related to the creative economy. The theoretical framework is grounded in the studies of Nussbaum (2015) and engages in dialogue with authors such as Bourdieu (1997, 1998), Dewey (2010), Dardot and Laval (2016), Howkins (2013), and Florida (2011), among others.The methodology adopted is of a qualitative and interpretive approach, utilizing questionnaires administered to alumni working in the creative economy, high school art teachers, and the conduction of focus groups with students from two public institutions in the municipality of Luzerna, Santa Catarina (SC). The objective is, therefore, to identify the extent to which pedagogical practices support or undermine the cultural and sensitive development of young people. The research examines the scope of the creative economy and contends that the way it is being implemented still requires refinement, as it contributes to the vulnerability of student education. The conceptual review of the creative economy seeks to value culture and creates a room for youth protagonism as part of a democratic, ethical, and humanizing education, thereby fostering possibilities for transformation. |
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