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Title: Artes visuais e ensino médio: representações de professores sobre a prática pedagógica (2004-2010)
metadata.dc.creator: FRANÇA, Rita de Cássia Cabral Rodrigues de
metadata.dc.contributor.advisor1: COELHO, Wilma de Nazaré Baía
Keywords: Artes visuais
Ensino médio
Prática de ensino
Formação de professores de artes visuais
Pará - Estado
Amazônia brasileira
Issue Date: 28-Mar-2013
Publisher: Universidade Federal do Pará
Citation: FRANÇA, Rita de Cássia Cabral Rodrigues de. Artes visuais e ensino médio: representações de professores sobre a prática pedagógica (2004-2010). 211 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2013. Programa de Pós-Graduação em Educação.
Abstract: This study consisted of an analysis of representations of Teachers of Visual Arts about their teaching practices in the context of high school. Aiming at analyzing Representations of Teachers of Visual Arts High School on Teaching Practice. The analysis was produced from the concept of representations from the perspective of Roger Chartier (1990, 1991, 1994): on pedagogical practice with Veiga (2011, 2010): on teacher: Pimenta (2009) and Coelho (2009, 2010): Art in with Barbosa (2009, 2010) and Fusari & Ferraz (2001, 2009). Use as methodological way content analysis of Bardin (2010). The study is a descriptive-analytical type. Used as instrument for data collection: official documents and a questionnaire, which was attended by 15 teachers of Art of Effective Networking State Public High School. The results of the study revealed that about teaching practice, teachers mostly, despite having a good time of service, demonstrated the representation of a triangulation presented in three vertices: reading, based on common sense, without substantiation Theoretical/ideal; doing so, the practice in improvisation, predominantly hand practical/Real, and the contextualization of superficial reasons for lack of drive theory/practical. We emphasize approaches as conclusive vulnerability in teacher Art. This training is deficient regarding the ability to develop pedagogical quality in public schools. We infer that there is an urgent need to (re)assess the training of teachers of Visual Arts start and continuing commitment to forging a professional-reflective critical to their social practice in education.
Appears in Collections:Dissertações em Educação (Mestrado) - PPGED/ICED

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