dc.creatorMagela, André Luiz Lopes
dc.date2021-01-26
dc.date.accessioned2022-10-04T23:56:30Z
dc.date.available2022-10-04T23:56:30Z
dc.identifierhttps://seer.ufrgs.br/index.php/presenca/article/view/108794
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3876566
dc.descriptionThis article presents reflections on certain public education policy guidelines, oriented to the labor market and exemplified by Organisation for Economic Co-operation and Development (OECD) recommendations, concerning their influence on artistic education and, more precisely, theater education. It addresses existing problems in the field of education in Brazil and France, with emphasis on conceptual causes. In a possible contribution to debates on utilitarianism in theater education, the concept of resistance, present in Michel Foucault’s works, is used as mediator in the utilization of cognition studies to analyze the planning, practice and evaluation of theater classes in primary schools.en-US
dc.languageeng
dc.publisherUniversidade Federal do Rio Grande do Sulpt-BR
dc.relationhttps://seer.ufrgs.br/index.php/presenca/article/view/108794/60501
dc.rightsCopyright (c) 2021 Revista Brasileira de Estudos da Presençapt-BR
dc.sourceBrazilian Journal on Presence Studies; Vol. 11 No. 1 (2021): Jan./Mar. 2021; 01-29en-US
dc.sourceRévue Brésilienne d'Études de la Présence; Vol. 11 No. 1 (2021): Jan./Mar. 2021; 01-29fr-CA
dc.sourceRévue Brésilienne d'Études de la Présence; Vol. 11 No 1 (2021): Jan./Mar. 2021; 01-29fr-FR
dc.sourceRevista Brasileira de Estudos da Presença; v. 11 n. 1 (2021): Jan./Mar. 2021; 01-29pt-BR
dc.source2237-2660
dc.subjectResistanceen-US
dc.subjectTheater Educationen-US
dc.subjectMichel Foucaulten-US
dc.subjectOECDen-US
dc.subjectCognition Studiesen-US
dc.subjecteducationen-US
dc.titleRefusal and Adhesion: resistance between studies of cognition and theater educationen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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