A produção de sentido tecida na história de vida de uma professora egressa do curso de artes visuais EAD

• Ano de defesa: 2015
• Autor(a) principal: Gomes, Maria Goretti Moro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Life history; Visual Arts; Semiotic; Distance learning; Teacher training; Artes visuais; História de vida; Educação à distância; Formação de professores; Artes; Ensino à distância; Professores de arte - Narrativas pessoais; Professores - Formação; Semiótica; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1540

This research paper investigates an egress teacher from the Graduation Program at Visual Arts, EAD modality, offered by UFES at Open university of Brazil (UAB), Aracruz – ES, performing a chronological analysis of this teacher’s life trajectory before, in the beginning and at the end of the aforementioned program, so as to cross reference these analyses and reconstitute her ways of being, in order to answer the following question: How is the teaching style of an egress teacher of Graduation Program at Visual Arts - Degree at EAD mode? We have performed an analysis of a corpus composed of the teacher’s narratives, culled from interviews, emails, and texts produced for this research project; of content from her blog and Facebook, as well as of photographs and teaching material elaborated during the course of her professorship. To reconstruct this trajectory, we have relied, for substantiation, on life history methodology and on the work of scholars Nóvoa (2007, 2009), Goodson (2007), Moita (2007), Fontoura (2007) and Weiss (2013). Analyses of documents and narratives were performed by using the theoretical and methodological premises of French semiotics and Landowski’s (2002, 2014) contributions. In order to support such analyses in terms of the concepts that concern visual arts teaching methods, we have relied on Fusari and Ferraz (1993), Iavelberg (2014), Pillar (2011) and Rebouças (2015). Research results indicate that by using the life history approach, it is possible to understand relationships that link the life experiences that make up this teacher’s way of being as she pursues her dearest object, i.e., a teaching method that is uniquely hers. Results also highlight the importance of valuing more experienced professionals in the context of teaching programs. The visual arts course, as taught through the distance learning program, acted as yet another component of a personal formative experience that was gradually constructed through conversations held on a daily basis in classroom contexts within schools, and through practices, which were recorded. This has made it possible, on the one hand, to perform this reflection on the work that was completed, and on the other, for the role of the latter in the edification of teachers to been defined