Professores de arte dos anos iniciais do ensino fundamental: formação e atuação

• Ano de defesa: 2013
• Autor(a) principal: Regina, Laima Irene Liblik
• Orientador(a): Mizukami, Maria da Graça Nicoletti
• Banca de defesa: Martins, Mirian Celeste Ferreira Dias , Pagotto, Maria Dalva Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Educação, Arte e História
• País: BR
• Palavras-chave em Português: formação de professores; arte; ação docente
• Palavras-chave em Inglês: teacher education; arts; teacher action
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24768

This study is based on the formation and performance of art teacher who works in the early years of elementary school. The research question investigated was to understand how is the preparation of the education professionals for its work in the classroom as well as how do they both learns and teaches. It is theoretically based on the following authors: Shulman, Mizukami, Ferraz and Fusari, Nóvoa and Gatti. Methodologically characterized by being a descriptive study quantitative-qualitative and quantitative through questionnaires sent through the Internet or directly to schools of Cycle I and qualitative (personally interviewed in a second step) during the 1st and 2nd half of 2012. The central question at the beginning of the research was to see if there was any direct relationship between initial training and classes, and if the answer was positive, which relations are significant, considering that all these teachers should follow the law and the PCN`s (National Curriculum Parameters). This first goal went to background and other questions, such as what is your specific training and teaching, ie, as "teaching Art," which materials are best used and what the teacher does to improve his knowledge, were raised and answered from the sources of data collection. The main results from the questionnaires formatted as open and closed questions, refer to initial and continuous training of teachers, and how they act in the classroom. The analysis of the responses indicates that these 35 teachers are mostly women, ranging from 30 to 50 years and claim to work the four languages, giving less importance to the Dance. They prefer to teach what they know best due to their initial formation and they use PCN`s books and the web to organize their classes. They would like more courses and more direct guidance, they also miss meetings that used to happened for updates and experience exchanges. Many teachers seem to "mix" affection and teaching, forgetting that the primary function of the school is to introduce and socialize the historically constructed knowledge of the humanity.