Processos formativos e políticas culturais: avaliação das ações da Escola Porto Iracema das Artes em Fortaleza

Abstract

This paper investigates the relationship between the state and culture from the perspective of cultural policies. Based on Bourdieu's (1979) concept of symbolic power, we seek to understand how these policies mould social reality by establishing values and hierarchies and how this affects the training of artists and cultural producers. To deepen this analysis, we emphasise the connection between culture and education, drawing on Geertz (1978), Bauman (2017) and Chauí (2021), who conceive of culture as a set of practices and values that structure societies, and we treat public policies as structured responses to social problems. Adopting a quantitative-qualitative approach, we examined in detail the training activities of the Porto Iracema School of the Arts. Guided by the guidelines of Gussi (2017) and Rodrigues (2008), we evaluated public policies based on the trajectories of the actors involved, their institutional contexts and the results achieved. This methodology provides a comprehensive view of the challenges and opportunities faced by the institution, as well as the participants' perceptions of the cultural policies implemented. Recognized as a fundamental artistic training center for cultural production in Ceará, Porto Iracema das Artes was evaluated in terms of its contributions to artistic and cultural development and the challenges in implementing these policies, reflecting social transformations and the emerging demands of the artistic community.