O ensino de arte na educação de jovens e adultos : uma experiência em Cuiabá-MT

• Ano de defesa: 2014
• Autor(a) principal: Araújo, Gustavo Cunha de
• 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: Ensino de arte; Educação de jovens e adultos; Práticas pedagógicas; Concepções sobre a arte; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Art education; Youngsters and adults education; Pedagogical practices; Conceptions about art
• Link de acesso: http://ri.ufmt.br/handle/1/295

The research aims to understand how happen pedagogical practices in the teaching of art in Youngsters and Adults Education at the Center for Youngsters and Adults Antônio Cesário de Figueiredo Neto in Cuiabá, state of Mato Grosso. Methodological procedure was to qualitative research, descriptive and interpretative character. Were used as techniques and tools for data collection and analysis of the interviews with the research subjects - art professor and twenty students in your class EJA - direct observation in CEJA researched and document analysis with regard to the Political Pedagogical Project school planning and classroom teacher. During the lessons of Art teacher could observe that their teaching practices developed with the class of Youngsters and Adults Education were based almost Proposta Triangular for art education. Students were able to produce significant works of art and very contemporary, which contributed to that might know a little more of the artistic universe - quite unknown to most of them - and also to broaden their aesthetic experience. The youth and adult education builds knowledge through doing. The teacher has the main mediator to produce this knowledge and mobilize the student's desire to learn. It is important to eliminate the "distance" between the art seen as "elite" youth and adult education, socially constructed and very present today. It is necessary that both the school and the teacher are important mediators in the construction of knowledge in the student art process. But for this it is necessary that the student has access to cultural venues such as museums of art through educational actions of visits to these places, the teacher seeks to contribute to the process of teaching and learning in art student through reading of doing and reflecting on art, so that your classes are not mere "school activities", because I think that classes like these just adds sadly, that the discipline of art is increasingly seen as "alternative knowledge" of "less importance" in the school curriculum, losing its value. The teacher is a "trainer", responsible for this formation process of learning on the student. So, I understand that the teacher art sought to mediate the production of knowledge in art at youngsters and adults, but understand that their practices could further contribute to the learning of youngster and adult education, to avoid addressing contents of art that were closer to be "school activities". In experimenting and experiencing the artistic process, knowing through art culture and history not only of its surroundings, but also from other locations, youth and adult education will better understand the art produced in other people as well as other artists, other stories, other knowledge, fundamental so that they can expand their conceptions of art and the knowledge produced about the different artistic manifestations built in art classes, important and central to its aesthetic education.