Artistic Education, Technology and Society

Code:

MEAV05

Acronym:

EATS

Keywords
Classification	Keyword
OFICIAL	Visual Arts

Instance: 2025/2026 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master in Teaching of Visual Arts for Teachers of the 3rd cycle of Basic Education and of Secondary Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEAV	12	Plano de Estudos 2025	1	-	6	45	162
		Plano de Estudos 2025 - Transição	1	-	6	45	162

Teaching language

Portuguese

Objectives

- development of a collaborative project work in the context of art education and technologies, throughout the semester, which allows the articulation and construction of a more complete and complex vision of the relationship between education, technology, learning and community.

Learning outcomes and competences

- Knowing at a general level the different epistemological fields that involve technological and distance learning in art education.

- Building a more complete and complex vision of the relationship between education, technology and learning.

- Knowing different understandings of what communities are and the tensions underlying them and being able to critically use participation dynamics in promoting community change and social transformation.

- Ability to reflect critically on the complex relationships between technology and arts education.

- Know how to identify problems and needs in an educational community and be able to define and appropriately apply a process of creation and prototyping.

- Know how to develop collaborative and participative work, in the context of art education involving technology and society, throughout the semester, covering requirements specification, architecture and design, implementation, integration, testing, documentation and demonstration at prototype level.

Working method

Presencial

Program

Lines of articulation for Artistic Education, Technology and Society
- Thinking about technology as an axis of personal and social transformation;
- Educative community and artistic education beyond the school space.
- Critical and communication theory in the context of art education and social design.

Communities, participation and the relationship between arts education, technology and social transformation. Exploration focused on:
- different families of educational models and how they perspective educational purposes and the relationship between technology, education and learning.
- technologies in arts education and the production of contexts and communities.

Project development
- Requirements identification, design, implementation, integration, testing, documentation and demonstration of a prototype.

Mandatory literature

Agamben, G; O Que É O Contemporâneo?, Argos: Chapecó, 2009
Barbrook, R; Imaginary Futures: From Thinking Machines to the Global Village., London: Pluto Pres, 2005
Biesta, G; Good Education in an Age of Measurement: on the Need to Reconnect with the Question of Purpose in Education. Educational Assessment, Evaluation and Accountability, 24(3), 173–174., 2012
Campana, A; Agents of possibility: Examining the intersections of art, education, and activism in communities. Studies in Art Education, 52(4), 278-291., 2011
Hodkinson, P., Biesta, G., & James, D; Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning. Vocations and Learning, 1(1), 27–47., 2008
Mouffe, C; Artistic activism and agonistic spaces. Art & Research, 1(2), 1-5., 2007
Ruitenberg, C. W; Art, Politics, and the Pedagogical Relation. Studies in Philosophy and Education, 30(2), 211–223., 2011
Flusser, V; Uma Filosofia Do Design., Lisboa: Relógio D'Água, 2010
Haraway , Donna; Simians, cyborgs, and women : The reinvention of nature. ISBN: 1-85343-139-7
Malcom Ferdinand; Uma ecologia decolonial

Teaching methods and learning activities

1 - Presentation and debate
2 - A set of theoretical-practical classes with active pedagogies and methodologies. Exploration and development practices are developed also using different methodological and technological supports.
3 - Project-based classes, in the context of real or simulated art education, in which working groups will be formed.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Trabalho escrito	40,00
Trabalho laboratorial	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	3,00
Estudo autónomo	54,00
Frequência das aulas	45,00
Trabalho escrito	20,00
Trabalho laboratorial	40,00
Total:	162,00

Eligibility for exams

The evaluation regime adopted presupposes the attendance of attendance. The student is considered to have fulfilled attendance, having been regularly enrolled and, to that extent, not exceeding the limit number of absences corresponding to 25% of the classes provided (Cf. Article 9, 2, of the Evaluation Regulation).

On the other hand, in order to obtain frequency, students cannot obtain less than 10 values in the predicted evaluation moments.

Calculation formula of final grade

Evaluation formula:

1. Conception and development of a project in pairs and its presentation in the classroom - 50%

2. Delivery of a written work concerning the whole process of the project with critical reflection involving an individual written part - 50%.

Classification improvement

The improvement of the CF will take place under the terms of the Evaluation Regulation (that is, only once and in one of the two evaluation periods immediately following the one in which the students obtained approval), and will consist in the reformulation of the individual written work.