Narrativas docentes: vozes que relatam experiências, formação e inquietações no ensino de arte em Ipatinga

• Ano de defesa: 2024
• Autor(a) principal: Sinthia Barbosa de Oliveira e Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EBA - ESCOLA DE BELAS ARTES; Programa de Pós-Graduação em Artes - Mestrado Profissional; UFMG
• Palavras-chave em Português: Narrativas de professores; Ensino de arte; Textos de campo; Análise textual discursiva; Arte - Estudo e ensino; Professores de arte - Ipatinga (MG); Professores de ensino fundamental
• Link de acesso: http://hdl.handle.net/1843/76422

The dissertation entitled "Teacher Narratives: Voices that recount experiences, training, and concerns in Art Education in Ipatinga" aimed to investigate, through the narratives of teachers of Art in the final years of Elementary Education, the professional formative journey, as well as to analyze their teaching experiences, motivations, and concerns in professional performance in Art education in the Municipal Education Network in Ipatinga. The methodology of this study was based on narrative research, using the Biographical Ateliers of Delory Momberger's Project and the Texts of Campo de Clandinin and Connelly in data production, in addition to Discursive Textual Analysis, employed for the interpretation of the empirical corpus of the research and the construction of analysis categories. As a result of the research, the following final categories emerged: "Art Education, a stark reality"; "Nullity or Skewed Art"; "Teachers who leave a mark on lives"; "How did you become the teacher you are today?”; "From ambiance to the first Act" and "Teacher Narratives and Art Education". In the analysis and interlocution of the categories and the guiding objective of the research, the mismatch between the laws in force for teacher training and the normative documents for art teaching was identified; the devaluation of the curricular component, evidenced by the inadequate allocation of workload, the deficiency in physical infrastructure and the lack of recognition of the discipline as having the same importance as other disciplines, are presented as hindrances to art teaching in Ipatinga.