A formação artística de professores de Artes Visuais: percursos, experiências e implicações na consolidação do saber-fazer docente

• Ano de defesa: 2017
• Autor(a) principal: Marcos Aurélio Moreira Franco
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Artes Estudo e ensino; Professores de arte Formação; Cariri (CE) Cultura popular
• Link de acesso: https://hdl.handle.net/1843/BUOS-ARUGN5

This thesis analyzes the artistic-cultural training of teachers who work in Visual Arts from the 6th to the 9th year of basic education in Cariri in the State of Ceará (Cariri cearense), as well as the relationship between knowledge and know-how in teaching. The elements, sources, courses and experiences of individual teachers artistic repertoires were identified in order to clarify the influence of those repertoires on their teaching know-how in Visual Arts. The field work was done in the cities of Crato, Juazeiro do Norte and Barbalha, which constitute the metropolitan region of Cariri cearense, an area recognised by historians and folklorists as particularly rich in art and culture. As a research methodology, documentary analysis, interviews and analysis of those interviews were carried out, allowing for dialogue and obtaining statements from both teachers and other people with significant roles in art, i.e. artistic and cultural organizations and institutions in Cariri, with particular attention to their artistic and cultural focus and practice. As a result, it became clear that the artistic and cultural education of Visual Arts teachers does not come from a single source and is not found only in institutional spaces, but is characterized by a wide range of knowledge and experience that teachers gain through their relations with other people, groups, social practices, institutions and organizations, both formal and informal. Recognition of the what has been learnt from that background can be taken as a starting point for continuation of academic learning and can help to overcome an over-emphasis, in teacher education, on professional qualification. It is hoped that the results will encourage further discussion about how practice and knowledge in this wider sense can enrich the curriculum of teacher-training courses in Visual Arts.