Um estudo sobre o ensino de História da Arte em licenciaturas em Artes Visuais do Rio Grande do Sul

• Ano de defesa: 2018
• Autor(a) principal: Amaral, Tainan Silva do
• Orientador(a): Pereira, Marcelo de Andrade
• Banca de defesa: Victorio Filho, Aldo , Tomazetti, Elisete Medianeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: História da arte; Arte-educador; Ensino
• Palavras-chave em Inglês: History of art; Art-educator; Teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/18593

Abstract: This dissertation discusses the teaching of art history in graduate degrees in Visual Arts of the state of Rio Grande do Sul. Such research, which is a located as qualitative approach methodologically and exploratory, part of interviews with teachers of art history, in higher education, to raise questions about teaching this discipline. To discuss this teaching, the goal is to investigate, based on a theoretical framework, the diversity of art stories found in the interviews with the subjects of research. The relevance of this work revolves around the need for the study on the teaching of art history. Indicate the possible paths that, currently, are chosen in the teaching of the discipline referred to above. The research, in the field of education and art, it is understood as an exploration of the training in art history of art educators and the historic crossings that influence this educational procress. It can be concluded that the reports of the teachers interviewed, throughout the text, reflect some features of the discipline of art history, that in the training of educators. Are these, the frequent presence of authors such as Ernst Gombrich and Giulio Argan in basic bibliographies, the use of didatic-methodological procedures such as lectures and dialogued, seminars, preparation of lesson plans and visits to museums and galeries and, still, identification on the part of teachers with Cultural Studies and Visual Culture, in addition to philophical trends and social-cutting theories and critical theory, particularly pos-structuralist and post-colonialists. It was, finally, that the teachers understand the discipline of art history as instrumental in basic training of art educators.