PROGRAM

The presentation discussed forms of teaching/learning that allow for the understanding of the involvement of students in carrying out actions that pertain to two major areas of intervention: landscape and knowledge, and how research processes may be generated by those actions. Landscape is intended to be approached from a dynamic and critical point of view. Knowledge is considered horizontally as a collectively generated process focused on providing tools for research and analysis based on student-centered actions. As a brief open-ended exercise, the presentation did not aim to respond to a set of challenges involved in the definitions of the practices that it will attempt discuss, such as, firstly, the contradictions inherent in the definitions of trans or post-medial practices, in constant change and often contested from current theory and art itself; and second, the danger of enclosing ourselves in definitive terminologies to describe the practices that occupy us and that often operate precisely in opposition to the propensity to find and stabilise definitions that is the aspiration of the academia. How is research in the art academia to deal with these contradictions and how to distinguish between practice based and practice led research? How does experience inform art practice? Is academia the last space for utopia?