“Meu desenho é feio!” _As páginas amarrotadas do caderno de desenho e a formação docente em artes no ensino básico

• Ano de defesa: 2022
• Autor(a) principal: Nascimento, Iana Francisca Quirino do
• Orientador(a): Martins, Alice Fátima
• Banca de defesa: Martins, Alice Fátima, Meira, Elinaldo da Silva, Guimarães, Leda Maria de Barros, Morais, Paul Cezanne Souza Cardoso de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Arte e Cultura Visual (FAV)
• Departamento: Faculdade de Artes Visuais - FAV (RG)
• País: Brasil
• Palavras-chave em Português: Desenho feio; Formação docente; Escola; Cultura visual
• Palavras-chave em Inglês: Ugly drawing; Teacher training; School; Visual culture
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12304

The motivating concerns of this research are intended to investigate how the teachers' training and experience in the arts contribute to or interfere in the student's graphic production worked in basic education drawing classes by taking as a starting point the statement "my drawing is ugly", taken from my observations made in the classroom in the last year of the graduation internship in Visual Arts Degree, in 2018. Here, the exchanges come from the teaching/learning field where the teachers work; through semi-structured interviews made online, we think together both Art Teaching and Visual Culture, which support the strategies applied in the classroom. I share my experience as a student, the daughter of a pedagogue, by bringing my mother's reports to this work on her experiences as a student and teacher in basic arts education. In this space, I understand myself as a student, researcher, and illustrator along with the people participating in the research, teachers from municipal and state public schools in Goiânia/GO, Olinda/PE, and Timon/MA. The drawing structures in the research not only the observed narratives but comes to this point as a methodological strategy, thinking of the research work itself as a scribble, risk, or scrabble.