O discurso didático no ensino de arte: um estudo das estratégias visuais de ensino na formação de professores de artes visuais para escola básica

• Ano de defesa: 2014
• Autor(a) principal: Amarílis Coelho Coragem
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Ensino-aprendizagem de arte; Artes visuais na escola; Docência em arte e educação; Arte/educação; Licenciatura em artes visuais
• Link de acesso: http://hdl.handle.net/1843/50354

Nowadays, the advances of visual technologies are increasingly surprising, familiar among youngsters and present in classroom communication. Visual technologies are constantly present in all the areas of knowledge and teaching. Sometimes, they are explored as support for learning or just by fad or for seduction. However, it is in the teaching of visual arts that visual technologies, even the most simple and traditional, are most fundamental given that the reading and production of visual imaginary constitute this area of knowledge. We believe that, in the contemporary context, the understanding of the teaching practices of visual art teachers implies requires the examination ofvisual strategies used in their didactic discourse for raising the critical, aesthetic, creative and expressive levels of their teaching. In this study, we reflected on the role of teaching the visual arts in Brazilian elementary school in contemporary society seeking connections between visual art teacher’s discourse and Sigmund Baugman’s, Paulo Freire’s and Michel de Certeau’s ideas. We also rely on thinkers who understand that art itself, can be a fundamental educational experience towards human development by expanding our perceptual capacity combined with a critical attitude about life in society. The methodological process developed in this study involved various analytical steps that led the identification of projects and reports produced by three bachelors of visual arts that became the focus of our analysis. From an interpretive perspective, this study explores theories of discourse and semiotic analysis to examine how aims, content and visual imagery are articulated in the construction of their didactic discourse.