Formação do professor nas linguagens da arte na educação de crianças brasileiras
Carregando...
Arquivos
Data
2014
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Silveira, Shirlley Deisy de Freitas da
Orientador
Valença, Vera Lúcia Chacon
Coorientador
Resumo
A presente dissertação teve por objetivo problematizar, compreender e analisar a formação do professor com relação às linguagens da arte na educação de crianças brasileiras. Embora os teóricos e pesquisadores tenham voltado seus estudos, com maiores atenções ao fazer pedagógico na infância, a ausência ou uso inadequado das linguagens da arte na infância tem sido uma preocupação da autora deste projeto. Percebeu-se, no cotidiano escolar, limite quanto à participação das crianças na cultura e história da arte, o que poderá interferir, negativamente, na produção cultural. Partiu-se da suposição de que a maioria dos professores possui dificuldade para incluir no seu fazer pedagógico as linguagens da arte. Nesse sentido, pergunta-se: os professores estão com propriedades de conhecimento em sua formação para oportunizar e mediar uma educação coerente à infância de crianças brasileiras, no que diz respeito às várias linguagens das artes? Desenvolveu-se uma pesquisa quanti-qualitativa, realizada em duas etapas: na primeira foram aplicados questionários visando a traçar um perfil dos professores com relação à sua prática quanto às linguagens da arte. Fizeram parte dessa etapa 78 professores. A segunda etapa constituiu-se de vivências realizadas sobre a temática com um grupo de 68 professores. Os resultados confirmaram as suposições: os professores não possuem formação específica nas linguagens da arte e, entre eles, ainda predomina a pedagogia tradicional, escola novista (com atividades de livre expressão, como o desenho livre) e tecnicista (uso de atividades mecânicas, meramente manuais, sem reflexão crítica). Os questionários apontaram dificuldades conceituais e as vivências possibilitaram aprendizagens e mudanças no comportamento (encantados pelo conteúdo estético), apontando para a necessidade de uma formação continuada para os professores na qual, além de ampliarem seu conhecimento, há possibilidade de assumir uma postura crítico-reflexiva de suas práticas.
This dissertation is to set out the problems, understand and analyse the teacher training in relation to the languages of art in education of Brazilian children. Although theoreticians and researchers have returned to their studies with greater attention of doing pedagogy in childhood, the absence or unsuitable use of languages of art in childhood have been a concern of the author of this project. In everyday school life, a limit has been seen of the participation of children in culture and the history of art, which may interfere negatively in cultural production. We started from the assumption that most teachers have difficulty in including the languages of art in their pedagogy. In this sense, we ask: do teachers have the knowledge through their training to provide and mediate a coherent education to Brazilian children in relation to the various languages of the arts? A quantitative-qualitative study was prepared and carried out in two stages: firstly questionnaires were applied aiming to trace a profile of teachers in relation to their practice of the languages of art. In this first stage, 78 teachers took part. The second stage consisted of workshops held on this topic with a group of 68 teachers. The results confirm the assumptions: teachers have no specific training in the languages of art, and amongst these, traditional pedagogy predominates, ¿new school¿ (with free expression activities such as free drawing) and technical (use of merely manual mechanical activities, with no critical reflection). The questionnaires indicated conceptual difficulties and the workshops enabled learning and changes of behaviour (delighted with the aesthetic content), pointing towards a need for continuous training for teachers in which, besides expanding their knowledge, there is the possibility of taking a posture of critical reflection of their practices.
This dissertation is to set out the problems, understand and analyse the teacher training in relation to the languages of art in education of Brazilian children. Although theoreticians and researchers have returned to their studies with greater attention of doing pedagogy in childhood, the absence or unsuitable use of languages of art in childhood have been a concern of the author of this project. In everyday school life, a limit has been seen of the participation of children in culture and the history of art, which may interfere negatively in cultural production. We started from the assumption that most teachers have difficulty in including the languages of art in their pedagogy. In this sense, we ask: do teachers have the knowledge through their training to provide and mediate a coherent education to Brazilian children in relation to the various languages of the arts? A quantitative-qualitative study was prepared and carried out in two stages: firstly questionnaires were applied aiming to trace a profile of teachers in relation to their practice of the languages of art. In this first stage, 78 teachers took part. The second stage consisted of workshops held on this topic with a group of 68 teachers. The results confirm the assumptions: teachers have no specific training in the languages of art, and amongst these, traditional pedagogy predominates, ¿new school¿ (with free expression activities such as free drawing) and technical (use of merely manual mechanical activities, with no critical reflection). The questionnaires indicated conceptual difficulties and the workshops enabled learning and changes of behaviour (delighted with the aesthetic content), pointing towards a need for continuous training for teachers in which, besides expanding their knowledge, there is the possibility of taking a posture of critical reflection of their practices.
Palavras-chave
Professores - Formação, Educação de crianças, Arte - Estudo e ensino