Identification des compétences d'auto-perception pour les professionnels dans le développement de projets artistiques inclusifs

Auteurs-es

  • 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

Mots-clés :

Inclusion, Éducation artistique, Participation, Besoins en formation

Résumé

La création d'espaces de participation devient un élément clé pour le développement des processus d'inclusion sociale des personnes handicapées. Les expériences artistiques sont des environnements dans lesquels les personnes interagissent avec leurs pairs, sont acceptées et reconnues, ce qui favorise les processus d'identité et d'appartenance à la communauté. Cependant, il faut des professionnels bien formés, capables de créer des contextes artistiques véritablement inclusifs où la marginalisation n'a pas sa place. L'objectif de cet article est d'identifier les compétences auto-perçues des professionnels des institutions artistiques et socio-éducatives pour développer des projets artistiques inclusifs ; et de déterminer leurs besoins en formation pour les mettre en œuvre. En utilisant une méthodologie mixte, et par le biais d'un questionnaire, d'un entretien et d'un groupe de discussion, 388 professionnels d'institutions artistiques et socio-éducatives de cinq pays européens ont participé à l'étude. Les résultats montrent que, bien que les professionnels se sentent compétents pour développer des projets artistiques inclusifs, ils ont besoin d'une formation qui leur permette d'approfondir leur compréhension de ce que l'on entend par projets artistiques inclusifs, ainsi que des méthodologies inclusives dans lesquelles personne ne se sent exclu. Pour les professionnels, la création d'environnements collaboratifs devient un élément de réussite pour leur mise en œuvre.

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Bibliographies de l'auteur-e

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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Publié-e

2022-09-28

Comment citer

Sanahuja Gavaldà, J. M., Pérez Romero, A., Pizarro Madureira, I., Gigerl , M., Rojas Pernia, S., & Petrinska Labudovikj, R. (2022). Identification des compétences d’auto-perception pour les professionnels dans le développement de projets artistiques inclusifs. Da Investigação às Práticas: Estudos De Natureza Educacional, 12(2), 174–191. https://doi.org/10.25757/invep.v12i2.335

Numéro

Vol. 12 No. 2 (2022)

Rubrique

Artigos

Licence

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

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