{"id":18,"date":"2022-01-08T00:12:49","date_gmt":"2022-01-08T00:12:49","guid":{"rendered":"https:\/\/creat-ed.i2ads.up.pt\/?page_id=18"},"modified":"2022-01-27T16:12:11","modified_gmt":"2022-01-27T16:12:11","slug":"about","status":"publish","type":"page","link":"https:\/\/creat-ed.i2ads.up.pt\/en\/about\/","title":{"rendered":"About the Project"},"content":{"rendered":"
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One of the buzzwords of the so-called soft skills to be trained for the children of the 21st-century is creativity (Martins, 2020b). Creativity is seen as part of the child nature, becoming a\nmatter of potential to be actualized, or not, through education. CREAT_ED<\/span><\/strong> seeks to historically understand how an idea of the child as a creative being became an almost\nunquestionable spot in education. To become an educational goal, creativity had to emerge as a problem and anxiety in education (Martins, 2020a). The making of the creative child is accompanied by the hope of a better future, but also by the fear of the citizen that does not fit within the category.<\/p>\n\n\n\n

CREAT_ED<\/span><\/strong> starts from the work we have been developing as a critique of the ways creativity is being instrumentalized within the current Portuguese educational field, mirroring international directives. This work (Assis 2017, 2019; Martins 2014, 2020a, 2020b) allows us to perceive that there are some complex lines that make this \u2018present\u2019 possible and that need to be historicized (Popkewitz 2013) from the end of the 18th-century to the Post World War II (post-WWII), from a time when imagination and creativity occupied an ambiguous place within the educational discourses, to their commodification and homogenization. <\/p>\n\n\n\n

The historicization of the creative child as an \u2018event\u2019 is needed in order to not take for granted creativity as an essentialist concept. Following a Foucaultian perspective (Foucault 1972, 1980), the question could be: How is it possible to think about the child as a creative person, and which are the effects produced in the making of the creative child? Historically, the idea of developing the child\u2019s creativity was not always seen as an educational goal and, when it turned into an educational problem, creativity varied, in terms of purposes, practices and the meanings associated with it. <\/p>\n\n\n\n

However, even if different notions of who was the child, who the child should become and how the child learned changed\nthroughout history, the context needed to unleash the creative nature of the child, or to tame that potential, has been conceived as the field of arts education. CREAT_ED<\/span><\/strong> will examine the flow of ideas and pedagogical practices that circulated among American and European arts educational discourses and scientific texts, about the development of the\ncreative nature of the child as objects of study, intervention and development and how ruptures and continuities were enhanced in different times and spaces. <\/p>\n\n\n\n

We are using a strategic \"presentist\" approach which, according to Fendler (2008), allows for a critical engagement with the present. Creativity is not just a name. It is an actor in the world (Hacking 2006). This invention made possible the Western art education movement and the epistemological construction of the field at an international level. At the same time, it made possible a certain kind of human, that is the creative child. In the making of the creative child several violent and exclusionary practices were at play and still are. The rhetorics of creativity in education consider creativity as an \"essence\" without history. <\/p>\n\n\n\n

Our approach to the present, however, considers creativity as a historical event that needs\nto be dismantled in its different complexities. CREAT_ED<\/span><\/strong> is, then, related to the idea of change, not in terms of providing solutions, recipes or a good view of creativity in education,\nbut with the possibility it opens to understand our limits in relation to creativity. Mainly four lines will be explored throughout the temporal arch situated between the end of the\n18th-century and the Post World War II: <\/p>\n\n\n\n

  1. The hopes and fears of creativity in education;<\/li>
  2. The child as a creative being within the child art movement and the fabrication of the\n\"Other\";<\/li>
  3. The spaces and materialities in the making of the creative child;<\/li>
  4. The conceptualization of the mind as both programmed and creative, from the essentialism of calculation to the cybernetic discourse in the programming of creativity in education.<\/li><\/ol>\n\n\n\n

    What we are going to provide is a systematic collection about the invention of the creative child from 1762 to 1973, through an online timeline, which will contain materials (texts\nand images representatives of this construction). This history will start in Geneve, with the publication of Rousseau\u2019s Emile,<\/em> and arrives in Portugal with an OECD seminar, still during the regime of dictatorship, about creativity in schools. It will travel through Europe and the United States along this temporal time span. As a history of the present, this historicizing is not neutral. <\/p>\n\n\n\n

    Our great challenge in CREAT_ED<\/span><\/strong> is to articulate this \"archive\" based on the 4 lines of force that we have presented and thus start to contribute to a future project, of\ngreater scope, which can, from the boldness now explored, begin to build histories of this child, with more local specificities. For now, we focus on the idea of how it became\nreasonable to think about a child as creative in educational settings.<\/p>\n\n\n\n

    CREAT_ED<\/strong> is funded by the Foundation for Science and Technology (FCT).
    Project reference: EXPL\/CED-EDG\/0824\/2021<\/p>\n\n\n\n

    Bibliographic references<\/strong>
    \u00b7 Assis, T. (2017). Doc\u00eancia e investiga\u00e7\u00e3o em Arte \u2013 biopol\u00edtica e a opera\u00e7\u00e3o da criatividade art\u00edstica e tecnol\u00f3gica na educa\u00e7\u00e3o: o caso do perfil dos alunos \u00e0 sa\u00edda da escolaridade obrigat\u00f3ria. In L. G. Correia, R. Le\u00e3o, & S. Po\u00e7as (Eds.), O Tempo dos Professores (pp. 787\u2013793). Porto: CIIE.
    \u00b7 Assis, T. (2019). Programming Creativity: Technology and Global Politics in the National Curriculum. In L. G. Chova, A. L. Mart\u00ednez, & I. C. Torres (Eds.), INTED19 Proceedings: 13th annual International Technology, Education and Development Conference (pp. 5542\u20135551). Valencia: IATED Academy.
    \u00b7 Fendler, Lynn (2008). The Upside of Presentism, Paedagogica Historica 44, no. 6, pp. 677\u201378.
    \u00b7 Foucault, M. (1972). The Archaeology of Knowledge & The Discourse on Language. New York: Pantheon Books.
    \u00b7 Foucault, M. (1980). Nietzsche, Genealogy, History. In D. F. Bouchard (Ed.), Language, Counter-Memory, Practice. Selected Essays and Interviews by Michel Foucault (pp. 139\u2013164). New York: Cornell University Press.
    \u00b7 Hacking, I. (2006). Kinds of People: Moving Targets. The Tenth British Academy Lecture. British Academy.
    \u00b7 Martins, C. S. (2014). Disrupting the consensus: creativity in European educational discourses as a technology of government. Knowledge Cultures, 2(3), 118\u2013135.
    \u00b7 Martins, C. S. (2020a). Post-World War Two Psychology, Education and the Creative Child: Fabricating Differences. In T. S. Popkewitz, D. Pettersson, & K.-J. Hsiao (Eds.), The International Emergence of Educational Sciences in the Post-World War Two Years Quantification, Visualization, and Making Kinds of People (pp. 91\u2013108). New York: Routledge.
    \u00b7 Martins, C. S. (2020b). The Fabrication of the Chameleonic Citizen of the future through the Rhetoric of Creativity: Governmentality, Competition and Human Capital. In C.-P. Buschk\u00fchle, D. Atkinson, & R. Vella (Eds.), Art-Ethics-Education (pp. 26\u201343). Leiden and Boston: Brill Sense.
    \u00b7 Popkewitz, T. S. (2013). Styles of Reason: Historicism, Historicizing, and the History of Education. In Rethinking The History Of Education. Transnational Perspectives on Its Questions, Methods, and Knowledge (pp. 1\u201326). New York: Palgrave Macmillan.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

    Uma das palavras-chave das chamadas “soft skills” a serem treinadas pelas crian\u00e7as do s\u00e9culo 21 \u00e9 a criatividade (Martins, 2020b). A criatividade \u00e9 vista como parte da natureza da crian\u00e7a, tornando-se uma quest\u00e3o de potencial a ser atualizado, ou n\u00e3o, pela educa\u00e7\u00e3o. CREAT_ED busca compreender historicamente como a ideia da crian\u00e7a como sujeito criativo se… Continue reading About the Project<\/span><\/a><\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-18","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/pages\/18","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/comments?post=18"}],"version-history":[{"count":27,"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/pages\/18\/revisions"}],"predecessor-version":[{"id":331,"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/pages\/18\/revisions\/331"}],"wp:attachment":[{"href":"https:\/\/creat-ed.i2ads.up.pt\/en\/wp-json\/wp\/v2\/media?parent=18"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}