THE FORMATIVE POWER OF ART IN EDUCATION: A FOUCAULDIAN PERSPECTIVE
Abstract
ABSTRACT: This article aims to analyze, from a Foucauldian perspective, the discourses present in the educational field concerning art, specifically in the interrelationship between art and teacher education. A total of 55 prominent educational journals from the last 24 years (1996-2019) were examined around the theme of the meeting of art and education. Taken as the object of an analysis anchored in the notion of archive proposed by Michel Foucault throughout his work, the discourses present in the analyzed articles point to several serializations, rarefactions and discontinuities that, among other topics, show us how the assumption of a kind of formative gift of art in teacher training seems to operate, whether for art teachers or in other areas. There is a series of statements and watchwords that seek to legitimize and reiterate attributes that derive from art as a beneficial effect in itself, consubstantiating in a kind of proselytism of the artistic-pedagogical type urged, especially, by the discourses around teacher training.