The manuscript aims to discuss the teaching of Arts in education, through theoretical research in line with the experience while teaching this discipline held in Uberlândia, State of Minas Gerais, Brazil. The informations obtained in situ were qualitatively analyzed in the light of the theories underlying this study. Theories pointed this work one teaching in Arts in the history of Brazilian education, implication in issues of teacher precarious, based on the lack of sufficient resources for the continuing education of professionals and related problems versatility, placing the discipline of Art as "knowing subsidiary" in relation to other subjects of the school curriculum. Experiences in basic education unveiled the evaluation of Arts and Reading images, these are issues that need to be based on the objectives and contents proposed activities and projects to be carried out with the students and the school. Problematizing them in teacher training courses is of paramount importance for the development of a good work Arts teacher. From this perspective, this work cast the training and professionalization, to contribute to the educational debate on the issue at hand, intending to produce and socialize knowledge resulting in the interpretative process, reflective and constructive present in qualitative research in education.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.
The teaching of art in adult education: an analysis from the experience in Cu...Gustavo Araújo
This article presents the results of a Master´s study conducted at the Graduate Program in Education of Universidade Federal do Mato Grosso, which sought to understand how educational practices occur in the teaching of art in Youth and Adult Education in Cuiabá city, Mato Grosso state, Brazil, using qualitative, descriptive and interpretative methodology. Conceiving teaching in a constructivist perspective, based on the triangular proposal for the teaching of art, which emphasizes actual doing, reading and contextualization during the classes, we observed how the teacher acted as a mediator in the construction of the knowledge of Art. Such knowledge is important as education is grounded on the construction of knowledge, which is actually achieved by human activity and, in this case, art. Although some young and adult students had concepts of art that needed to be expanded, the teacher sought, through the contact with the different artistic expressions, to lead students to develop the concept that art is a human production, that is, an object of knowledge which has been an integral part of life since the dawn of mankind. She also sought to teach that learning how to read, how to understand a work of art, makes the students become competent readers who can produce meaningful interpretations of the world around them. Therefore, the concepts and practices of art produced by the students are important, as they are constructions of knowledge based on their life experiences.
What is being a teacher in the countryside? Conceptions of Brazilian peasant ...Gustavo Araújo
The present paper has the objective of analyzing students' conceptions about the supervised curricular internship in the Licentiate degree in Rural Education with qualification in Arts and Music, at the Federal University of Tocantins, Campus Tocantinópolis, Brazil. We also propose with this text to address the historical and pedagogical aspects of this course, as well as to discuss the importance of the Internship for the educators’ training of to work in countryside schools. This case study was based on the qualitative approach, with documentary research and semi structured interviews with students of this course as data collection instruments. The type of data analysis - theoretical and empirical - followed the perspective of the interpretative research technique. The results demonstrated that in order to overcome the challenges faced by students and teachers of the Licentiate degree in Rural Education with qualification in Arts and Music of UFT in Tocantinópolis, demands elaborating a proposal of joint training between the training institutions and the school, in the sense to guarantee actions that will attend the various subjects, especially those of the Rural Education.
The aesthetic literacy in the youth and adult educationGustavo Araújo
This article is the result of a theoretical research and is part of a larger study under development in the doctorate program in Education of the State University Paulista Júlio de Mesquita Filho. It aims to understand the importance of aesthetic literacy for the development of reading and writing of young and adult students in rural education from readings and comic books productions. This study is based on Cultural-Historical theory and has as a method the Didactic-Formative Experiment. The data recording instruments used in the research are the field records of observations made in the classroom, the audio recording of interviews with the students, as well as visual records of the comic books produced by the students and classes recordings in videos. For data analysis, we will follow the perspective of Dialectical Historical Materialism. When considering reading and writing as social and cultural practices, literacy is fundamental in the educational process. In this sense, we understand that comic books are important instruments for the development of reading and writing of the young and adults of the rural education, allying text and image in the process of teaching and learning.
The paper we present is part of the research project called "The professional identity of teacher studies” which aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of Chilhood and primary teacher education. To that effect, the influence of school period experience on teacher education is inquired. Also we study what kind of professional identity they are generating along this time and after five years of activity as teachers. We present the results of the third phase of the research, in which the training experience of teachers with no more than 5 years’ experience and their incorporation to the school activity was analysed, in the province of Malaga.
The research is framed in narrative perspective through teachers histories of life. This perspective allows re-visiting the comprehension of training experience and the views of teachers of their job. These studies, as Hollingsworth and Sockett (1994) explains, arising from the orientation known as "research professor" connected with the revisions of Goodson (1981, 1995 and 1996), mainly disclosed widely (Ball and Goodson, 1985; Goodson and Walker, 1991; Goodson and Hargreaves, 1996; Goodson and Sikes, 2001) and occupy a place in educational research from the work of Clandinin and Connelly (1992, 1994, 1996, Connelly and Clandinin, 1990, 1994, 1995, 2000), McEwan, Egan (1998), Sikes (Packwood and Sikes, 1996; Sikes, Measor and Woods, 1985) and Hargreaves (1996, 1999).
In the specific case of the beginner teacher identity, most analyses relate how teachers transit from novice to professional and how this process is carried out, revealing the conflict generated between the professional practice and the training. The teachers in our research dramatically manifested the low incidence of the academic education in college on their professional practice. The profession is learned, according to their voices, in schools, not in the university. The period of professionalism extends, such as Huberman (1993) says, about five years; in this sense, Lave and Wenger (1991) assert that in this term, the novice teacher builds not only the professional identity (through the following sources: knowledge students, learning to teach, discover the culture of their school, etc.); also, at the same time, the teachers of the school that a novel teacher belongs to, will redefine their identities, creating a process of identity construction, which according to Wenger (1998) is a shared construction through their participation in school life .
Education in Brazil between 1930 and 1985: Prioritizing Quantity over Quality...Gustavo Araújo
In the history of research on Brazilian education, several studies have addressed the expansion of elementary education over the years in Brazil, in addition to the historical pedagogical context that permeated this process of expansion in the period between 1930 and 1985. The main objective of this article is to analyze the process of expansion of Brazilian elementary education, based on Laws No. 4.024/61 and No. 5.692/71 of the National Education Guidelines and Framework Law (NEGFL). This research was based on a qualitative approach to documentary and bibliographic evidence and followed an interpretative research perspective. The article concludes that the educational policy of the military dictatorship in Brazil after the 1960s was supported by these two laws, and that their main objective was to ensure the expansion of vacancies in elementary education, aiming at the minimum qualifications for entry into the labor market, prioritizing the quantity and not the quality of education. Public education realized in the formation of human resources is considered a way to guarantee productivity, attending on the one hand to the demands for qualified labor in the capitalist market, and on the other hand, to the improvement of wages and the distribution of income to the elites.
The teaching of art in adult education: an analysis from the experience in Cu...Gustavo Araújo
This article presents the results of a Master´s study conducted at the Graduate Program in Education of Universidade Federal do Mato Grosso, which sought to understand how educational practices occur in the teaching of art in Youth and Adult Education in Cuiabá city, Mato Grosso state, Brazil, using qualitative, descriptive and interpretative methodology. Conceiving teaching in a constructivist perspective, based on the triangular proposal for the teaching of art, which emphasizes actual doing, reading and contextualization during the classes, we observed how the teacher acted as a mediator in the construction of the knowledge of Art. Such knowledge is important as education is grounded on the construction of knowledge, which is actually achieved by human activity and, in this case, art. Although some young and adult students had concepts of art that needed to be expanded, the teacher sought, through the contact with the different artistic expressions, to lead students to develop the concept that art is a human production, that is, an object of knowledge which has been an integral part of life since the dawn of mankind. She also sought to teach that learning how to read, how to understand a work of art, makes the students become competent readers who can produce meaningful interpretations of the world around them. Therefore, the concepts and practices of art produced by the students are important, as they are constructions of knowledge based on their life experiences.
What is being a teacher in the countryside? Conceptions of Brazilian peasant ...Gustavo Araújo
The present paper has the objective of analyzing students' conceptions about the supervised curricular internship in the Licentiate degree in Rural Education with qualification in Arts and Music, at the Federal University of Tocantins, Campus Tocantinópolis, Brazil. We also propose with this text to address the historical and pedagogical aspects of this course, as well as to discuss the importance of the Internship for the educators’ training of to work in countryside schools. This case study was based on the qualitative approach, with documentary research and semi structured interviews with students of this course as data collection instruments. The type of data analysis - theoretical and empirical - followed the perspective of the interpretative research technique. The results demonstrated that in order to overcome the challenges faced by students and teachers of the Licentiate degree in Rural Education with qualification in Arts and Music of UFT in Tocantinópolis, demands elaborating a proposal of joint training between the training institutions and the school, in the sense to guarantee actions that will attend the various subjects, especially those of the Rural Education.
The aesthetic literacy in the youth and adult educationGustavo Araújo
This article is the result of a theoretical research and is part of a larger study under development in the doctorate program in Education of the State University Paulista Júlio de Mesquita Filho. It aims to understand the importance of aesthetic literacy for the development of reading and writing of young and adult students in rural education from readings and comic books productions. This study is based on Cultural-Historical theory and has as a method the Didactic-Formative Experiment. The data recording instruments used in the research are the field records of observations made in the classroom, the audio recording of interviews with the students, as well as visual records of the comic books produced by the students and classes recordings in videos. For data analysis, we will follow the perspective of Dialectical Historical Materialism. When considering reading and writing as social and cultural practices, literacy is fundamental in the educational process. In this sense, we understand that comic books are important instruments for the development of reading and writing of the young and adults of the rural education, allying text and image in the process of teaching and learning.
The paper we present is part of the research project called "The professional identity of teacher studies” which aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of Chilhood and primary teacher education. To that effect, the influence of school period experience on teacher education is inquired. Also we study what kind of professional identity they are generating along this time and after five years of activity as teachers. We present the results of the third phase of the research, in which the training experience of teachers with no more than 5 years’ experience and their incorporation to the school activity was analysed, in the province of Malaga.
The research is framed in narrative perspective through teachers histories of life. This perspective allows re-visiting the comprehension of training experience and the views of teachers of their job. These studies, as Hollingsworth and Sockett (1994) explains, arising from the orientation known as "research professor" connected with the revisions of Goodson (1981, 1995 and 1996), mainly disclosed widely (Ball and Goodson, 1985; Goodson and Walker, 1991; Goodson and Hargreaves, 1996; Goodson and Sikes, 2001) and occupy a place in educational research from the work of Clandinin and Connelly (1992, 1994, 1996, Connelly and Clandinin, 1990, 1994, 1995, 2000), McEwan, Egan (1998), Sikes (Packwood and Sikes, 1996; Sikes, Measor and Woods, 1985) and Hargreaves (1996, 1999).
In the specific case of the beginner teacher identity, most analyses relate how teachers transit from novice to professional and how this process is carried out, revealing the conflict generated between the professional practice and the training. The teachers in our research dramatically manifested the low incidence of the academic education in college on their professional practice. The profession is learned, according to their voices, in schools, not in the university. The period of professionalism extends, such as Huberman (1993) says, about five years; in this sense, Lave and Wenger (1991) assert that in this term, the novice teacher builds not only the professional identity (through the following sources: knowledge students, learning to teach, discover the culture of their school, etc.); also, at the same time, the teachers of the school that a novel teacher belongs to, will redefine their identities, creating a process of identity construction, which according to Wenger (1998) is a shared construction through their participation in school life .
Education in Brazil between 1930 and 1985: Prioritizing Quantity over Quality...Gustavo Araújo
In the history of research on Brazilian education, several studies have addressed the expansion of elementary education over the years in Brazil, in addition to the historical pedagogical context that permeated this process of expansion in the period between 1930 and 1985. The main objective of this article is to analyze the process of expansion of Brazilian elementary education, based on Laws No. 4.024/61 and No. 5.692/71 of the National Education Guidelines and Framework Law (NEGFL). This research was based on a qualitative approach to documentary and bibliographic evidence and followed an interpretative research perspective. The article concludes that the educational policy of the military dictatorship in Brazil after the 1960s was supported by these two laws, and that their main objective was to ensure the expansion of vacancies in elementary education, aiming at the minimum qualifications for entry into the labor market, prioritizing the quantity and not the quality of education. Public education realized in the formation of human resources is considered a way to guarantee productivity, attending on the one hand to the demands for qualified labor in the capitalist market, and on the other hand, to the improvement of wages and the distribution of income to the elites.
GUIDE Review section 5.4 in your text, Improved Teacher Training.docxwhittemorelucilla
GUIDE: Review section 5.4 in your text, “Improved Teacher Training and Professionalism.” Your text shares a multitude of examples that demonstrate an increase of quality in teacher training. Describe at least three factors (e.g., normal schools broadened their curricula to the training of secondary school teachers, requirement of the completion of high school to be admitted to college for teacher training, teachers must have a bachelor’s degree, development and growth of teacher training courses, Herbartianism, teacher certification, and teacher organizations) that contribute to improved teacher training in the late-19th and early-20th centuries. Select one contribution and determine if it is still prevalent today. Explain how you could improve on this contribution by using technology in your own classroom or school situation.
Chapter 5.4
5.4 Improved Teacher Training and Professionalism
Teacher training benefited from a strengthening of the curriculum and standards at the normal schools. Additionally, at the same time that the number of colleges and universities was increasing, and the role of the university evolving, many universities also established departments of pedagogy or teacher education. The entry of the universities into teacher training brought a movement to develop a science of education and a scientific approach to the learning process. The work of Johann Herbart was a major contribution to this movement.
Strengthening of the Normal School Curriculum and Standards
Between the end of the Civil War and 1900, the number of normal schools exploded from 50 to nearly 350. Unfortunately, in many of these institutions the academic background of both the faculty and students precluded them from teaching or studying at a collegiate level: High school completion was seldom required for admission, and the majority of instructors did not hold a college degree themselves (Diener, 2008). The majority of these institutions focused on the technical training of teachers rather than providing a broad liberal education.
However, as the new century advanced, improvements in the quality of faculties, students, and facilities were matched by an expansion of the curriculum. A burgeoning population had created an increased demand for elementary and common school teachers, while the secondary school movement created a concomitant demand for secondary teachers. Normal schools began to broaden their curricula to include the training of secondary school teachers, and they began to require high school completion for admission and college degrees for faculty.
During the second and third decades of the 20th century, normal schools, responding in part to competition from colleges and universities entering teacher training (described in the next section), expanded their programs from 2, to 3, and eventually to 4 years. By this time many of them were beginning to call themselves state teachers' colleges and offering B.A. degrees.
The passage of teacher cert ...
Transmedia Literacies in Professional Qualification Practicesinventionjournals
This article aims to present a methodological theoretical proposal of acting in the teaching and learning process of the public school of basic education “Maria CintraNunes Rocha”, situated in Franca, State of São Paulo. We propose to do it by interfering in literacy practices of its actors, which will be developed from the teachers practice. For this, we assume that they are directly related to the low performance of students since that in the formal educational practices, the teacher takes the role of mediator between students and knowledge. Tackling this issue, we propose a creation of a Transmedia Literacy Laboratory, structured as a digital platform that must be collectively build in a partnership between the university (researchers of this project: leaders, the collaborators, and tutored students) and the public school (school leaders, principals, supervisors, professors, students, and auxiliaries). The main goal is to act as a common space for converging researches, continuous teacher training, production and dissemination of scientific knowledge as well as dissemination of learning practices and objects oriented and aiming to improve the quality of primary education in the referred school.
Apinay art a case study in a brazilian indigenous schoolGustavo Araújo
The Apinayé are a Brazilian indigenous ethnic group that live in a transition zone between the Cerrado and the Amazon. This study primarily aims to understand the meaning that art holds for Apinayé indigenous students at a Brazilian Indigenous School. We used an ethnographic research methodology, while also observing art classes and distributing open questionnaires to these students. The results showed that the arts produced by the indigenous people mostly refer to the body paintings and cultural artifacts they produce, such as necklaces made of beads, fans, coufo, and babassu coconuts, among others. In addition, the indigenous people characterize the Brazilian indigenous culture as something that is extremely significant for their lives, as art represents not only their reality but also their history, struggle, and resistance. Finally, the study suggests that the discipline of art in the indigenous school can help the students understand that the handicrafts they develop and the body painting, babassu coconut straw beds, and other artifacts they produce are also artistic and aesthetic objects that represent their story. Therefore, they are not dissociated from Brazilian art and culture.
PRÁTICAS PEDAGÓGICAS EM ARTES NO CONTEXTO RURAL E URBANO EM TOCANTINSGustavo Araújo
Este artigo socializa os resultados de uma investigação mais ampla realizada em escolas tocantinenses que teve como principal objetivo analisar como a disciplina de Arte é trabalhada em uma escola urbana e em uma escola do campo. A pesquisa é de abordagem qualitativa, característica exploratória, e segue a perspectiva interpretativa. Constatamos que arte ainda é vista pela maioria dos alunos e professores como sendo basicamente desenho e pintura, e em alguns momentos, de lazer, o que evidencia a sua desvalorização no currículo escolar. Nas escolas pesquisadas há docentes que atuam na disciplina de Arte sem formação específica na área, o que exige medidas urgentes para a qualificação desses professores. Diante disso, é fundamental considerar que esses dados são resultantes de vários fatores, dentre eles, a pouca atenção dada pelo poder público a essa área, na oferta de mais cursos de formação inicial e continuada em artes no Estado do Tocantins.
Arte e Estética na Educação: uma Dimensão EpistemológicaGustavo Araújo
Pesquisas relacionadas às concepções de estética vêm sendo estudadas há bastante tempo na literatura científica. No entanto, são poucas as revisões sistemáticas acerca da estética na educação. Nesse sentido, objetiva-se compreender, a partir de diferentes correntes teóricas, como a estética é concebida e discutida nas ciências humanas, considerando a sua relação com a arte e educação. Seguiu-se a abordagem qualitativa, de caráter descritivo e de natureza bibliográfica. Para as análises dos dados, adotou-se a técnica da pesquisa interpretativa. Os dados teóricos foram construídos a partir de extenso levantamento bibliográfico realizado em artigos
e livros a respeito da arte e da estética ao longo de 3 anos. Dentre alguns resultados, os dados revelaram que a estética apresenta diferentes concepções no percurso histórico científico, ora se convergindo com o campo educacional, ora se distanciando desse. Contudo, durante a trajetória escolar ou acadêmica, pode ocorrer do estudante não querer produzir um objeto ou atividade apenas por produzir, ele pode querer fazê-lo bem feito, e isso responde a uma necessidade prática de produção material que o acompanha no percurso histórico da humanidade. Sendo expressão de algo bem definido, coerente e bem resolvido, pode ser entendido como expressão de beleza, pois apresenta qualidade estética.
Natural resources and ecosystems in Brazil continue to disappear, and getting support from the universities, development agencies, research institutes and indigenous communities at this time is of crucial importance.
USO DE IMAGENS NA ESCRITA DA HISTÓRIA DA EDUCAÇÃO NO BRASILGustavo Araújo
As imagens se consolidaram com fonte de pesquisa na área da educação no Brasil. São uma forma de elucidação significativa que não só compensa a ausência de textos escritos, por exemplo, mas também os complementa. Numa perspectiva qualitativo-bibliográfica, o capítulo apresenta uma compreensão do uso de fontes imagéticas na pesquisa em história da educação. As análises mostram como as imagens podem ajudar a desvelar tempos e lugares, vidas e formas de viver, dentre outros atributos que compõem dado momento pretérito da existência objetiva e subjetiva (da educação escolar).
HISTÓRIAS EM QUADRINHOS COM JOVENS E ADULTOS CAMPONESES: ANÁLISE DE UMA EXPER...Gustavo Araújo
A pesquisa tem como objetivo compreender como a história em quadrinhos pode contribuir para o processo de ensino e aprendizagem no que concerne a leitura e escrita de estudantes jovens e adultos do 8° e 9° anos de uma classe multisseriada do Ensino Fundamental, em uma Escola Municipal do Estado do Maranhão, Brasil. De abordagem qualitativa e de caráter descritivo e interpretativo, esta pesquisa utilizou como instrumentos metodológicos a observação direta das aulas de Arte e questionário semiestruturado aplicado a professores e estudantes da turma pesquisada de EJA numa escola do campo em Maranhão. Os resultados da pesquisa indicam que as histórias em quadrinhos podem ser importantes instrumentos metodológicos para o processo de ensino e aprendizagem desses educandos, no que se refere ao aprendizado da escrita e motivação para a leitura.
Ensino e aprendizagem em arte por meio das histórias em quadrinhos: análise d...Gustavo Araújo
Este relato de experiência é fruto de uma pesquisa realizada durante o Estágio Curricular Supervisionado do curso de Educação do Campo com habilitação em Artes e Música, da Universidade Federal do Tocantins que teve como principal objetivo compreender como as histórias em quadrinhos contribuem para o processo de ensino e aprendizagem dos alunos do 1° ano do Ensino Médio de uma escola pública de Educação Básica, localizada no Estado do Tocantins, Brasil. A metodologia se caracterizou como de abordagem qualitativa e de característica descritiva e interpretativa, desenvolvida por meio de uma intervenção didática que constituiu na produção de histórias em quadrinhos. Os resultados desta investigação nos permitem inferir que as histórias em quadrinhos são importantes para as aulas de Arte como recurso pedagógico para a aprendizagem dos educandos. Contudo, constatamos que as histórias em quadrinhos são mais utilizadas na disciplina de Língua Portuguesa como gênero textual, e não na disciplina de Arte na escola pesquisada.
A formação do professor de Arte em Tocantins: velhos desafios e problemas na ...Gustavo Araújo
Este artigo socializa os resultados de uma investigação realizada em escolas públicas do Estado do Tocantins, que teve como principal fito investigar o perfil dos professores que atuam na disciplina de Arte em 9 (nove) escolas de 4 (quatro) cidades da região norte desse Estado. De abordagem qualitativa, de natureza documental e do tipo exploratória, os dados foram gerados por meio de questionários semiestruturados aplicados a 15 (quinze) professores dessas escolas tocantinenses. Dentre alguns resultados encontrados, identificamos que todos os professores que lecionam Arte nessas escolas não são formados em artes. Os dados revelaram ainda que há uma carência de cursos de formação inicial e continuada voltada para as artes nesse Estado. Pesquisar esse tema é relevante, pois poderá ampliar o debate sobre políticas públicas voltadas para a formação docente nessa área, além de contribuir para o debate acerca desse tema em âmbito nacional.
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Teaching of arts in education training and professional teaching
1. Journal of Education, Arts and Humanities
https://www.watchpub/jeah/index.htm
TEACHING OF ARTS IN EDUCATION: TRAINING AND PROFESSIONAL TEACHING
Gustavo Cunha de Araújo.
Federal University of Mato Grosso (Universidade Federal de Mato Grosso), Cuiabá city, Brazil..
Article Info:
Author(s):
Gustavo Cunha de Araújo.
History:
Received: 14-05-2013
Accepted Date: 27-06- 2013
Vol 1 (2), pp, 009-013 August ,2013
Corresponding Author:
Gustavo Cunha de Araújo.
Federal University of Mato Grosso
(Universidade Federal de Mato
Grosso), Cuiabá city, Brazil..
E-mail: gustavocaraujo@yahoo.com.br
Article Type:
Review
Keywords:
Teaching in Arts. Teacher
Training and
Professionalization.
Abstract
The manuscript aims to discuss the teaching of Arts in education, through theoretical
research in line with the experience while teaching this discipline held in Uberlândia,
State of Minas Gerais, Brazil. The informations obtained in situ were qualitatively
analyzed in the light of the theories underlying this study. Theories pointed this work one
teaching in Arts in the history of Brazilian education, implication in issues of teacher
precarious, based on the lack of sufficient resources for the continuing education of
professionals and related problems versatility, placing the discipline of Art as "knowing
subsidiary" in relation to other subjects of the school curriculum. Experiences in basic
education unveiled the evaluation of Arts and Reading images, these are issues that need
to be based on the objectives and contents proposed activities and projects to be carried
out with the students and the school. Problematizing them in teacher training courses is
of paramount importance for the development of a good work Arts teacher. From this
perspective, this work cast the training and professionalization, to contribute to the
educational debate on the issue at hand, intending to produce and socialize knowledge
resulting in the interpretative process, reflective and constructive present in qualitative
research in education.
INTRODUCTION
This research embodies the interest in discussing the
teaching of Arts in education, through theoretical
research in line with the experience of the discipline
while teaching the state and municipal city of Uberlândia,
State of Minas Gerais. The information obtained in situ
were qualitatively analyzed in the light of the theories
underlying this study. From this perspective, attempts to
analyze the teaching of Arts in the history of Brazilian
education relating it to the training and
professionalization today.
It was assumed that educational research arises from
experienced and pedagogical practices produced in the
educational context. Thus, I believe that research with an
emphasis on teaching and teacher professionalization is
characterized by questions and reflections produced
over the practices and knowledge of teachers.
To make this discussion, I use the aid of theoretical
(BARBOSA, 1988, 1991; CALADO, 1994; GATTI and
BARRETO, 2009; IAVELBERG, 2012, 2003; LELIS,
2004; NÓVOA, 2012, 2008, 1998, 1992; OSINSKI,
PENIN, 2009; 2001; SAVIANI, 2009; SOUSA, 2006;
TARDIF, 2002; TINOCO, 2010) in the building reflections
in this manuscript.
This work has reference in qualitative research
interpretive (BOGDAN and BIKLEN, 1999) in an attempt
to produce reflections on the theme discussed, since "as
educational researchers have the challenge of
integrating theories and create new knowledge without,
however, exhausting their interpretive possibilities"
(SOUSA, 2006, p. 70).
The text is divided into three levels of analysis, namely:
first, seek to present a brief historical discussion on the
formation of arts in teaching in education, begun in the
1940s, through theoretical data, which brought notes to
understand How has teaching drawing at Arts in the
history of Brazilian education.
Then expound some discussions about the training
and professionalization, with reflections of important
authors of educational literature to problematize the
teaching in Arts in Brazilian education.
In the third part, It was proposed to discuss some
experiences in basic education in the city of Uberlândia,
Minas Gerais, as a teacher of Arts, of which emphasize
the assessment of Arts and working with the reading of
images as relevant and "challenging" pedagogical
practices of the teacher of this area being examined to
the theoretical frameworks that underpin this work.
Finally, some considerations about the reflections
constructed in this manuscript were presented, related to
teaching and training in Arts and professionalization,
however, without exhausting the possibilities of new
interpretations and discussions on the theme
emphasized in this study.
In discussing the training and professionalization of
Arts, this work aims to contribute to the educational
debate on the issue at hand, in which they intend to
2. 010 J. Edu. Arts. Hum.
produce and socialize knowledge resulting in the
interpretive process, reflective and constructive present
in qualitative research in education.
TEACHING IN ARTS EDUCATION IN THE HISTORY
OF BRAZILIAN
History of Arts subject in Brazilian education that informs
teaching in Arts began to be drafted from the 1940s,
through studies of the English philosopher Herbert Read
and the American philosopher Viktor Lowenfeld, who
investigated the aesthetic education and art as object of
knowledge, and the development of creative capacity of
individuals and aesthetics, respectively (OSINSKI, 2001).
Around the same time came to Brazil in "Little School
of Art" created by educator Augusto Rodrigues, who
proposed a school of art founded on the expression and
creative freedom, advocated earlier by Herbert Read
(SOUSA, 2006 and LELIS, 2004). In this perspective, it
seems that this type of teaching art has influenced the
practice of theoretical and methodological Arts teacher,
and propose a renewal in the educational context of this
teaching in Brazilian schools.
After being enacted Law no. 4,024 in 1961, reshaping
the basic education in the country, created a department
of Art and Education at the University of Brasilia,
federalized this time, with the intention to better prepare
teachers in this area during their educational practices
and produce research on Art and Education (LELIS,
2004).
Therefore, with the creation of the Law n. 5.692/71,
also aiming to reshape education in Brazil, is finally the
requirement in Art Education in schools, called "Arts
Education", much discussed since the '20s (LELIS,
2004), however, still considered "activity" and not
discipline in education.
In the 1980s emerged organizations and meetings
between teachers of Arts (SOUSA, 2006; LELIS, 2004),
with proposed changes and renovations in Art Education
at school so problematic over the years in the
educational sphere, which originated Brazil,
subsequently, movement called "Arts Education."
Some years later, in 1996, promulgated the Law of
Guidelines and Bases of National Education no. 9394
that, in addition to reformulate the Brazilian basic
education, in its article 26, put the teaching of art in
schools as a mandatory component of basic education
and, according to Sousa (2006), was the closing time of
the discussions around the compulsory education Art in
schools. With this information, one can state that it is
from this moment that discussions on theoretical,
methodological and conceptual start to permeate
teaching in Art in Brazilian pedagogical thought.
With the teaching of art, and no more "Arts Education"
as required in basic education, resulting in new and
more training courses for teachers of Arts, proposed a
renewal theory and method of this teaching, but guided
mostly in experiences and contributions of the
methodology called Triangular Proposal, the teacher and
researcher in Art/Education Ana Mae Barbosa,
consolidating as main proposal aimed at improving the
quality of education offered in schools of art and
Brazilian so he could meet effectively the real needs of
students in learning and art meet.
This new conception of art education that occurred
during the 1990s has made this area of knowledge
obtained its recognition and significance effectively as a
compulsory subject in the curriculum of schools in Brazil
with the creation of the National Curriculum 1997 and
1998, also known as PCN's by the Ministry of Education.
It is noteworthy that educational reforms in recent
years in Brazil, aimed at democratization and
universalization of education, as the Laws of Guidelines
and Bases of Education and the National Curriculum
have revealed attempts to improve the quality of
education and teaching practice teaching not being
different in art education, seeking to rethink the role of
the teacher in the school, recognizing that it is necessary
and proposed significant changes to quality education.
TRAINING AND PROFESSIONAL TEACHING
Historically speaking, the issue of teacher preparation in
Brazil starts for the first time in 1827, with the Law
Schools of the First Letters, when teachers were
required to be educated in the mutual teaching method
for teaching and subsequently extended the Normal
Schools (SAVIANI, 2009).
However, the first training courses for teachers in
Brazil were created in the late 19th century, called
Normal Schools, which formed the teachers to work in
secondary level or the "first letters" (GATTI and
BARRETO, 2009). With regard to the effectiveness of
teacher professionalization in Brazil, the same occurred
with the creation of the University of São Paulo in 1931,
with the emergence of teacher training courses for
primary school, high school level. Six decades later, with
the creation of the Law of Guidelines and Bases of
National Education no. 9394 1996 was proposed training
in higher education (PENIN, 2009).
By emphasizing this professionalism, attention to the
knowledge and expertise of the teacher seem to be
relevant in their teaching, to understand that both relate
to the process of professionalization throughout his
career, and need to be rethought, evaluated and
questioned ever, especially in the educational context,
the place where your practice develops effectively.
Tardif (2002), in their studies to address the
knowledge of teachers, their training and profession for
their teaching practices, says knowing manifest not only
individually, but also collectively, the relationship
between teachers and students in the school. In light of
the thought of the same author, not only the continuing
education courses, but the schools are important areas
for training and professional development, ongoing
research and production of new knowledge and
techniques.
3. In the wake of thought Nóvoa (1998), such changes
should cover the historicity of the teaching profession
and responsibilities are not only the state but also of
school education, to provide a space for intense and
continuous collective process of contextualization and
teacher training. Given this exposure, it is important to
note that: not easy to define professional knowledge: it
has a theoretical dimension, but it is not just theoretical;
has an empirical dimension, but not unanimously
produced by experience. We are facing a set of
knowledge, skills and attitudes, more (and this is more
important) its mobilization in a particular educational
activity (NÓVOA, 2008, p. 231).
In addition to understanding the professionalization as
a process of formation of a guy in a profession (PENIN,
2009), it is important to note that the changes in the
educational field are constructed from changes in their
practices of teachers and schools "welcome" these
subjects.
Faced with reflections on teaching in Art and
professionalization, it is important to reflect the school as
an area of knowledge production. It is the field in which
the teacher will organize, analyze, plan and reflect on
their practice and profession in education, noting that
"teachers must be trained, not only for a teaching
relationship with students, but also to a social
relationship with the 'local communities'" (NÓVOA, 2008,
p. 229).
ARTS IN TEACHING: TALES OF A TEACHER
Through the scientific literature on teaching and art
education, and experience as a teacher of basic
education it is possible to see in this new millennium
teaching of art bringing new proposals for free
expression and creation processes, instilling new and
relevant research focusing on teacher training, which
brings notes relevant to the construction of reflections in
this work.
By directing our gaze to the experience in basic
education, some issues were reviewed that are relevant
to understand the teacher's work, in this case, specific
Arts teacher, namely the evaluation of Arts which,
according to the reflection built the light of the thought of
Tinoco (2010, p. 14):
is subject little studied, both for historical reasons as
the very specification of the knowledge area, the
assessment in Visual Arts is a land of many
controversies. The breadth of knowledge and concepts
that comprise the Visual Arts, the constant conceptual
modifications, as well as the organization of their
systems reinforce the difficulty of assessment in Art, Art
review, because it is no longer easy. The social, political
and market involving art criticism, for example, with their
constant cases of repudiation or overvaluation of the
new, the unusual and creative, give the dimension of the
problem.
On this assessment, I have noticed many teachers
Araújo 011
having difficulty in assessing Arts because unlike the
other subjects of the school curriculum, such an
evaluation, which can be a note or concept, is related, in
most cases, the processes, and not to products,
evaluating over the creative process during the
development of the art work - making art, not just the
final result.
Thus, suppose that the "complexity" of evaluating in
Arts may be due to the diversity of existing different art
materials such as pencils, brushes, papers, and other
media among different artistic productions made/created
by students in the Arts classes, which require a "look" in
aesthetic knowledge by the teacher.
Another issue that was share in this work refers to the
reading of images in the classroom, in which
understanding the relevance of studies on visual literacy,
for images/works/artwork produced in the school can be
better understood and used adequately for the teacher to
work with images in the educational process. When
talking about literacy, I mean the ability to understand
and express themselves through a written or visual
representation (CALADO, 1994).
The question of the importance of reading imagery
comes primarily at a time when its dissemination occurs
increasingly intense and fast, due to technological
means of information, communication and the
emergence of new creative processes, such as
computer art, in entering the "world of images", which in
fact brings to mind the need to become literate and
visually, which is no different in teaching Arts, having the
image of its main objects of study.
Images are polysemic, ambiguous, provoke different
emotions that make us see and know cranking
repertoires, often appear to linked words (texts).
Therefore, establishing pedagogical questions to think
about the pedagogy of the images in the school culture
is a priority as the teacher know how to use images
(LAMPERT, 2009, p. 156), it must be considered,
because these reflects as Professors of Art during their
practice, must articulate theory and practice in creative
processes, so that the classes have quality and fulfill
their role in the school curriculum (IAVELBERG, 2012).
For this, I believe that the experiences and experiments
in art of teaching are critical to a successful development
of work with students.
Art is a form of expression and knowledge. His
teaching aims to ensure students access to the cultural
and historical heritage and enabling acts of creation and
knowledge in different languages of art. Doing and
knowing art school the student will be recognized as
competent reader of the works of artists and to enhance
the role of art in society and in the lives of individuals
(IAVELBERG, 2012, p. 06).
In dialogue with Bosco (2011) agree that the teaching
of contemporary art has shown the importance of
reading a work of art and interpret it, but not purely
formal, anyway, understanding the work of art as a
conglomeration of colors and shapes but in a way in
which it seeks growth and aesthetic knowledge,
4. 012 J. Edu. Arts. Hum.
producing new meanings and, consequently, new
interpretations of reality, leading the individual to acquire
a good understanding of artistic production.
However, another issue that I encounter on the path
while teaching in Arts refers to the versatility. In practice
pedagogical Arts teacher can often come across with
other teachers teaching arts without even having specific
training for this discipline, which in fact, can bring
problems for the training of the student, for example, the
teacher who has training in arts teaching content or
subject matter that their students so misguided.
On this subject, the author Magalhães (2002)
contributes saying the versatility of Arts in teaching
motivated several debates and discussions of teachers
in this area who sought, through meetings and meetings
between teachers, solutions to the existing problem in
their training as teachers and the educational context in
which it was this discipline: considered a knowing and
secluded alternative school curriculum.
The versatility - smattering of all artistic languages - as
evidenced methodological approach in teaching and
learning in Art, revealed ineffective for general training
that did not match / matches the professional to be
formed, empowered to meet the diverse realities of
Brazilian cultural contexts and to contemporary trends
arising from the technological age. Clearly this
methodological proposal left serious gaps in teacher
education and educational practices in art, which
contributed to the shallowness of the area in school
curricula and prevented systematized knowledge,
historical context and specificity of each language arts
(Magalhães, 2002 pp. 162-163).
In this perspective the authors Gatti and Barreto (2009)
makes an important observation: versatility has historical
remnants from the 1930s, a decade before the faculty of
Arts to be outlined in Brazilian education, when, to meet
the demand for teachers in schools of that time, the
government added a year with disciplines in training
bachelors degree, with the intent to train teachers for
secondary education.
Regarding the formation of the Arts teacher, the locus
of research, in this case, in the city of Uberlândia, Minas
Gerais, one can find courses for continuing education
offered by state and local departments of education, and
scientific events as "Encounter and Reflections in Art
Education," sponsored by the Institute of Arts of the
Federal University of Uberlândia, the University Museum
of Art - Muna and the City Hall of that city and the
Continuing Education Programme for Basic Education
Teachers, offered annually by the Dean of Extension,
Federal University of Uberlândia - PROEX / UFU,
attending public school teachers and state schools.
Concerning this teacher training, state of Minas Gerais
offers Teacher Training Program, created by the state
Department of Education, in partnership with the regional
offices of education, municipalities and universities, as
an example of a program for training continued to basic
education teachers.
In this sense, I could see in some teacher education
courses in Uberlândia, both sponsored by the Federal
University of Uberlândia, as the State and Municipal
Education, few studies focused on the evaluation of Arts
and Reading images therefore due to be two issues
"challenging" for the teaching of this discipline, I could
see the second experiment with this discipline in
education, it is important that such courses could discuss
these works, in order to better prepare teachers in their
teaching.
However, it is widely available at a few classes in
Brazilian schools and considering the experience of
teaching in arts education, it is clear that arts education
contributes materially to the training, knowledge, and
artistic and aesthetic development of the students,
"making it those able to insert itself in reality critically and
creatively" (DAL'MASO, 2011, p. 56).
Given these considerations, it is important to
understand art as language, cultural and artistic
manifestation, essential in the formation of the human
being, since the history of mankind informs through cave
paintings art to be the first form of communication and
expression of human society.
FINAL THOUGHTS
I have observed in the educational sphere that teaching
in Arts comprises processes and practices of production,
organization, socialization and appropriation of
knowledge and expertise that develop in educational
spaces, related to social and historical context in which it
was built.
The theories used in this study explore one teaching in
Arts in the history of Brazilian education issues involved
in teacher training precarious, based on the lack of
sufficient resources for the ongoing training of these
professionals, and problems related to versatility, which
is even present in today.
With regard to the importance given to this subject in
the school curriculum, we understand that it is
considered "alternative knowledge", as mere
complimentary activity (IAVELBERG, 2003), which in
fact, is a subject that needs be thoroughly debated in the
core education, emphasizing its importance and the
contributions they can bring to the full formation of the
student.
In reflections on training and professionalization, it was
established that the area teaching not only involves a
process of organization, planning, observation, analysis
and reflection by the teacher in the context of their
practice, but also requires appropriate conditions offered
by the school the work of teachers, especially in the Arts
classes, which usually has little room to work with
students artistic materials and procedures, and training
courses aimed at teaching this, which in fact implies a
constant investigation of research about the profession
and its teacher-education practices.
With regard to experiences in education, these
unveiled for this study that the assessment arts and
5. reading pictures are issues that need to be based on the
objectives and contents proposed activities and projects
to be carried out with the students and the school.
Problematize them in teacher training courses is of
paramount importance for the development of a good
work Arts teacher.
In addition, it is necessary to point out the importance
of understanding the teacher as a social-historical
subject, which measured the knowledge and knowledge
to their students.
I finish this job, but not the educational debate
provoked by him, noting that the reasoning developed in
this research may lead to new interpretations and
reflections aimed at teaching Arts and
professionalization in the core education, contributing to
the educational debate and further studies may discuss
this topic in order to contribute to a quality education is
vital to the development of a nation.
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