Reflexões teórico-práticas sobre o ensino de arte na educação básica: um estudo na cidade de Cuiabá, Mato Grosso
में बचाया:
| मुख्य लेखक: | |
|---|---|
| प्रकाशन तिथि: | 2021 |
| स्वरूप: | Master thesis |
| भाषा: | por |
| स्रोत: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/11908 |
सारांश: | This dissertation “A theoretical-practical reflection on the teaching of Art at elementary school level: a study in Cuiabá, Mato Grosso” is the result of research for a professional master in Teaching Elementary Education, in the Graduate Program at the Center for Teaching and Research Applied to Education (CEPAE) at the Federal University of Goiás (UFG). The investigation, which was undertaken remotely, involved seventeen teachers, not all of whom were qualified in art education, but were teaching Art in the state elementary education network, in municipalities forming the nucleus of the Center for the Formation and Updating of Elementary School Teachers (Cefapro), in Cuiabá, Mato Grosso. The choice of theme arose out of our concern, as professionals in the field, about the challenges of education, and specifically about teacher formation and conceptions of teaching art in schools. As a result of the studies, reflections, researches and struggles of many teachers, the teaching of art became a mandatory component of the Curriculum in Brazil with the promulgation of Law 9394, December 20, 1996, “Guidelines and Foundations of National Education”. However, these achievements have been experiencing constant setbacks, as a result of changes in legislation. Based on data from the Integrated Educational Management System, report 62 BI/SIGEDUCA, issued on 10/30/2018, and from our experience as teachers, there is a great number of teachers, without specific qualifications, working in art education in the state education network, and also a lack of ongoing teacher formation in this field. One can assume that having teachers without specific qualifications teaching Art and a lack of ongoing formation for them could adversely affect the formation and pedagogical practice of these teachers and, consequently, impact the teachinglearning process of students. Faced with this dilemma, one can ask: how do teachers see art education? What are their perceptions of art in the classroom? What is the role of art in elementary education? How is Art taught in elementary education schools? In order to understand these issues and contribute to the reflection of the teachers participating in the research, it was proposed that a Working Group (WG) be set up, called “Art Workshops – study and reflections on the teaching of Art at elementary school level”. It would be based on remote interaction using Digital Information and Communication Technologies (DICT). The research set out to investigate the theoretical-practical conceptions of the participant teachers, in terms of the teaching of Art at elementary school level, using Thiollent’s (2011) action-research methodology and the qualitative approach systematized by Lüdke and André (2020). This methodology proposed to improve knowledge on how art is taught with a view to enhancing the pedagogical practices of the participants. The theoretical foundation of the investigation included Freire’s (1981, 1996) educational practice, conceptions of art education according to Barbosa (2012, 2014, 2015), and contributions from Pillar and Rizzi (2012), Dewey (2010), Hernández (2007), as well as official documents: LDB (BRASIL 1996), PCNs-Arte (BRASIL, 1997-2001), BNCC (BRASIL, 2017; 2018) and DRC/MT (MATO GROSSO, 2018). Data were collected through written records, initial and final questionnaires, field diaries, a video recording of the workshops, and interviews with research participants. The educational output of this study consists of the workshops carried out with the teachers in the Working Group. |
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