OeEnsino/aprendizagem de arte na formação do pedagogo: estudo de caso da UNEB/CAMPUS XVII

• Ano de defesa: 2015
• Autor(a) principal: Ádma Bernardino Magalhães
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação docente; Curso de Pedagogia/UNEB; Ensino de Arte; Egressos; Universidade do Estado da Bahia Curso de Pedagogia; Arte e educação; Professores Formação; Educação Estudo e ensino; Arte Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/EBAC-A47N2K

This work TEACHING / LEARNING IN ART PEDAGOGUE TRAINING: Case Study of UNEB / CAMPUS XVII, stemmed from the need to investigate the teacher training for teaching / learning art, the Faculty of Education, State University of Bahia - XVII Campus. In order to highlight the educational and methodological frameworks used in the curricular component and Art Education and its impact on the performance of Faculty of Education graduates. It presents an overview of art education in Brazil, the curricular guidelines for Arts in Basic Education and the Faculty of Education guidelines, with regard to art education. The qualitative approach and the case study as methodological framework, made possible the identification and analysis of built knowledge and the problems encountered in training in Art, the Faculty of Education / UNEB. The research instruments used were the questionnaire, structured interviews and document analysis. As a result, it became clear that training in art in this context is seen as insufficient, given the curricular component of time scarcity Art and Education and in relation to the vast field of art as knowledge area knowledge. Of the factors that justify the situation where the art lies in training Educators were mentioned: lack of access to cultural goods, artistic fruition spaces, as well as the withholding of knowledge of Art in basic education, the experience of training of graduates. Despite the evident problems, they recognize the importance and necessity of art as a key component to the cognitive development of students at all levels of education, cultural relevance, historical and social.