Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Spada, Ana Carolina Castello Branco |
| Orientador(a): |
Giovanni, Luciana Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24241
|
Resumo: |
This research has chosen a qualitative, analytical-descriptive nature of the perception about the teaching practice of art teachers, acting in the high school of São Paulo state school system. Taking into consideration the context of teachers’ formation in Visual Arts, the curricula and legislation, this research investigated the practice according to the perception of professionals of the art teaching, aiming to identifying and analyzing the characteristics of these practices which have been implemented in the school daily routine. It was also possible to identify suggestions pointed out by the teachers for a teaching formation more connected to the reality of the classroom. Data collection was accomplished by means of semi-structured interviews, using online platforms, in order to answer the following research questions: What are the practices developed by the art teachers who work in the high school of São Paulo state school system? For this teacher, who work in the school reality, what is considered to be a well succeeded practice in the teaching of art? Which suggestions do the acting teachers have as contribution to the teacher education? The data obtained was organized in charts and tables, whose analysis allowed to confirm the following hypothesis: the practices considered to be possible by the teachers are totally distant from the official curriculum; the well succeeded practices pointed out by the teachers show social perception by those teachers; their proposals for the teachers’ formation indicate that the contact of the undergraduate student with the school must occur during all the undergraduate education and not only at the moment of the supervised internships. The following authors were part of the theoretical basis for the research, with studies about the function of the school and the teachers, the teacher education, the curriculum and the teaching of art: Gimeno Sacristán, Apple, Waller, Campos, Barbosa, Martins and Camillis |
