First Notes For a Debate on European Inter/Multicultural Education: Case Study European Cultural Policies and Education Practices in Three Contemporary Art Galleries
This study focus on European cultural policies and educational dynamics, spotlighting three educational services of three European member-states, within the context of European Capital of Culture. More specific at Tate Liverpool (2008), Contemporary Art Centre in Vilnius (2009) and Museu de Serralves in Porto (2001). This research examines the way culture has been regarded and defined in the context of the European Union and the implications of such on the process of Europeification. The study of education orientations and practices in contemporary art galleries allows to reinforce the interpretation and to discussion the heterogeneity, the complexity of the process in action. Thought a comprehensive and critical perspective we analyse how these policies mean different non-formal education proposes in the first decade of the XXI century. More specific we analyse the different assumptions, models and concepts that contextualise the education in these cultural institutions.
This paper lies on a reflexive analysis of the first theoretic and empirical immersion. It is our intention to discuss the specification of the study case that was developed at Tate Liverpool, during 2008. Within the interpretation of this process we pretend to stress the methodological process, but also to look for an interpretative framework of the education strategies, programs, disclosures and social-pedagogical practices.
Keywords: European Construction, Policy Analysis, Contemporary Art, Pedagogy
Dr. Rafaela Ganga
Ph.D. Student, Institute of Sociology