Desafios e possibilidades do ensino de arte nas séries iniciais: uma pesquisa simbólica.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

By my professional experience as Arts teacher of a state school, came the dissatisfaction in relation to the way the teaching of arts is, that stimulated us to unveil movements that configured the practice of the Arts teachers specially those that orientate the initial grades of Elementary School. For such, we assumed as our main research goal: Understanding in which basis the teachers of Visual Arts of the initial grades in the State network of a city in the Great São Paulo are building their pedagogical practices. We established a theoretical-methodological dialogue with authors that investigate the Teaching of Arts and the Teacher Formation, among them, Ana Mae Barbosa, Mara F. de Resende and Fusari and Maria Heloísa C. de T. Ferraz, Carmen L. A. Biasoli. We tried to comprehend the classroom, as a space that transcends the disciplinary dominium, enabling the experience of creativity, of life essence and of education towards the sensitive. In order to trace the methodological way, we based on the qualitative approach of research, by means of inquiries with open questions, proposals to six teachers, trying to get in touch with their conceptions and practices. The symbolic research came as a tool capable of making a dialogue with the symbols that emerged in the study context possible. By means of indexes that they gave us, we tried to make the invisible contained in the observations of our interviewees visible. We observed that the conception of art formulated by the teachers highlights a great linking with the emotional, that its pedagogical matrixes are not only built in their formation courses, but au the contraire, have been occurring since the beginning of their lives, when, consciously or unconsciously made themselves available to learning with others, because the initial and the continued formation offered by the public policies from the State are not set for the complex process that involves this area of teaching and their practices show strong indexes of lack of analogical thinking. We observed the contamination in the teaching of arts by the rigid system of rationality in which the fact of knowing how to read and write is privileged in comparison to the education of the sensitive.

ASSUNTO(S)

educacao artes preschool education educaÇÃo prÉ-escolar arts

ACESSO AO ARTIGO

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