Self-perception of competences for professionals in the development of inclusive arts projects

Authors

  • Josep Maria Sanahuja Gavaldà Department of Applied Pedagogy. Universitat Autònoma de Barcelona https://orcid.org/0000-0003-3444-2491
  • Antonio Pérez Romero Department of Applied Pedagogy. Universitat Autònoma de Barcelona https://orcid.org/0000-0002-9806-3143
  • Isabel Pizarro Madureira Departamento de formação e investigação em educação e desenvolvimento. Instituto Politécnico de Lisboa, Escola Superior de Educação
  • Monika Gigerl Institute for Early Childhood and Primary Teacher Education. University College of Teacher Education Styria
  • Susana Rojas Pernia Departamento de Educación. Universidad de Cantabria https://orcid.org/0000-0002-4617-241X
  • Rozita Petrinska Labudovikj : Association for Promotion of Education, Culture and Sport Education for All Skopje, Bul

DOI:

https://doi.org/10.25757/invep.v12i2.335

Keywords:

Inclusion, Arts education, Participation, Training needs

Abstract

The generation of spaces for participation becomes a key element for the development of social inclusion processes in people with disabilities. Experiences with art are environments in which people interact with their peers, are accepted and recognized, promoting processes of identity and belonging to the community. However, it requires well-trained professionals who are able to create truly inclusive artistic contexts where there is no room for marginalization. The objective of the article is to identify the self-perception of competencies to develop inclusive artistic projects by professionals of artistic and socio-educational institutions; and to determine their training needs to implement them. By means of a mixed methodology, and through a questionnaire, interview and focus group, 388 professionals of artistic and socio-educational institutions from five European countries participated in the study. The results show that, although the professionals feel competent to develop inclusive artistic projects, they require training that allows them to deepen their understanding of what is meant by inclusive artistic projects, as well as inclusive methodologies in which no person feels excluded. For professionals, creating collaborative environments becomes an element of success for their implementation.

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Author Biographies

Josep Maria Sanahuja Gavaldà, Department of Applied Pedagogy. Universitat Autònoma de Barcelona

PhD in Education. Senior Lecturer in the Department of Applied Pedagogy. Director of Studies and Researcher Centre for an inclusive society.

Antonio Pérez Romero, Department of Applied Pedagogy. Universitat Autònoma de Barcelona

PhD in Education. Associate Lecturer in the Department of Applied Pedagogy. Coordinator of Master Degree in Supports for educational and social inclusion.

Isabel Pizarro Madureira, Departamento de formação e investigação em educação e desenvolvimento. Instituto Politécnico de Lisboa, Escola Superior de Educação

PhD in Education. Assistant Teachear at the Department  of Training and Research in Education and Development

Monika Gigerl , Institute for Early Childhood and Primary Teacher Education. University College of Teacher Education Styria

Lecturer at the University College of Teacher Education Styria. She has 26 years of teaching experience in primary and middle schools in inclusive settings. Based on her studies in applied ethics and social pedagogy, her main areas of work and research are human rights, inclusion and ethics.

Susana Rojas Pernia, Departamento de Educación. Universidad de Cantabria

Senior Lecturer in the Department of Education and Coordinator of the Research Group In-ParES (Educational and Social Inclusion and Participation -https://inclusionlab.unican.es/).

Rozita Petrinska Labudovikj, : Association for Promotion of Education, Culture and Sport Education for All Skopje, Bul

MSc., MLS. A PhD student in non-profit service quality management. President of the Association for Promotion of Education, Culture and Sport Education for All Skopje, North Macedonia.

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Published

2022-09-28

How to Cite

Sanahuja Gavaldà, J. M., Pérez Romero, A., Pizarro Madureira, I., Gigerl , M., Rojas Pernia, S., & Petrinska Labudovikj, R. (2022). Self-perception of competences for professionals in the development of inclusive arts projects . Da Investigação às Práticas: Estudos De Natureza Educacional, 12(2), 174–191. https://doi.org/10.25757/invep.v12i2.335

Issue

Vol. 12 No. 2 (2022)

Section

Artigos

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Copyright (c) 2022 Josep Maria Sanahuja Gavaldà, Antonio Pérez Romero, Isabel Pizarro Madureira, Monika Gigerl , Susana Rojas Pernia, Rozita Petrinska Labudovikj

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