A sacralização da arte e do artista: seus mitos e desafios à prática docente em artes

• Ano de defesa: 2006
• Autor(a) principal: BARBOSA, Késia Mendes
• Orientador(a): NOGUEIRA, Monique Andries
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Sacralização, prática docente, prática cultural; Sacralização Arte e artista Formação de professores Ensino de artes Professores de artes Formação Artes Estudo e ensino Pedagogia cultural
• Palavras-chave em Inglês: Sacralization teaching practice- cultural practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2062

The following study, developed in the Teacher s Formation and Professionalization Line of research, analyses the relations among the sacralization of art and of the artist and the possible impediments to the good teaching practice in art. The concept of sacralization, based on Bourdieu s work, is considered as a field strategy and the result of a social-historical process of a net of relations that consecrates and mystifies the work of art and the artist besides causing their subtraction of the totality of life. Brazilian Education, specially in art teaching, equally suffered the curtailment promoted by the sacralization process, which is the impossibility of full esthetic development of the pupil and the teacher. In this context, the teaching function and the processes of professional formation of pedagogues and art licentiates are taken as motivators of the cultural practices, and investigated in a field reasearch of the ethnographic kind with teachers of the public and private system of education in Goiânia. It s possible to see that the conception of art sacralization is present since the story of life to the formation of teachers. The teaching practice is then evaluated once more, questioning the myths and challenges of the sacralization of the art and of the artist prposing, based on Bourdieu, that the fundamental thing in a dissacralization process is to develop the habitus of cultural practice, in which the esthetic experience is a condition and product of a deeper relationship with the world of art and, therefore, should be the primary role of the school.