Formação continuada de arte/educadores nos Centros de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso (2009-2010)

• Ano de defesa: 2012
• Autor(a) principal: Hoffmann, Traudi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Arte/educação; Políticas de formação continuada; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Art/education; Continuing education policies; Teacher formation
• Link de acesso: http://ri.ufmt.br/handle/1/913

This essay results from a study that discusses the art training / educators formation for Elementary and Middle School and is instigated by the following question: what training is being provided at Centros de Formação e Atualização dos Profissionais da Educação Básica do Estado de Mato Grosso (CEFAPRO- MT) to teachers who work with Arts and what are its implications as continued education policies? Its study object is the continuing education policy of art / educators at CEFAPROS-MT; the time for research is delimited in 2009 and 2010; and its aim is to understand what continuing education is being provided to professionals who work with arts, in the perspective to contribute to the (re) definition of the political training to these educators within the institution. The study is relevant because it concerns the professional performance of the researcher as a teacher trainer of Arts at CEFAPRO in Tangará da Serra - MT and the lack of studies that address the politics of art continuing education / educators. The adopted methodology is a qualitative approach, with data collection in documentary, bibliographic and oral sources. The adopted methodological procedures consist of bibliographic study, documental study and semi-structured interviews with teacher trainers of Arts of CEFAPROs-MT. In order to access the fields that permeates the policy of continuing education in their different contexts: of influence, of text and practice, I will refer to the methodology of Ball and Bowe (1992). With this study, I highlight the importance of the continuing education of the art / educator in the sense of being recognized as a producer/learner subject of the artistic and cultural world, for being a transforming agent in the society. However, I find that the Arts continuing education policy at CEFAPROs - MT does not meet the professionals training needs and, therefore, there is not a training sequence, much less a professional identification with Arts teaching. As the focus of the continuing education is done via "Sala do Professor" project, it disables the specific formation since the issues that arise to the discussion in this educational space are not of Arts.