O professor na educação infantil: concepções e desenvolvimento profissional no ensino da arte
Carregando...
Arquivos
Data
2012-03-30
Autores
Andrade, Euzânia Batista Ferreira [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, realizado na cidade de Araraquara, aborda a importância da arte na educação infantil e a questão do espaço da arte em suas trajetórias formativas, a partir da ação e do discurso do professor de Educação Infantil. A metodologia utilizada foi qualitativa do tipo etnográfico, fundamentada em Marli André. O material que subsidia as análises, toma como base: questionários aplicados pelo GPEI - Grupo de Pesquisa em Educação Infantil da FCLAr-Unesp-Araraquara, com professores de Centros de Educação e Recreação (CER); pesquisa de campo realizada em um CER de um bairro da periferia da cidade; questionário realizado com alunos do último semestre do curso de Pedagogia de uma universidade particular. Durante todo o processo, foi possível recolher materiais nas diferentes fontes, quais sejam, professores, material bibliográfico, fotografia, diário de campo e observação. Os dados levantados proporcionaram diferentes perspectivas de interpretação e revelaram que as realidades encontradas nas ações pedagógicas nas aulas de arte, não estão compatíveis ao que nos apontam os estudos como de Ana Mae Barbosa, Mirian Celeste Martins, Eliot Eisner, Fusari, Ferraz, sobre a importância da arte no desenvolvimento humano. As orientações teóricas e legais, os discursos pedagógicos, sinalizam para a relevância de sujeitos autônomos e criativos, porém, contrariamente, foi observado no cotidiano escolar, falta de intervenções mediadoras, que possam contribuir com a criatividade e autonomia da criança. Fica evidente a dicotomia entre o discurso e a ação do professor. A análise final do estudo somada às reflexões sobre todo o percurso, permitiram-me tomar consciência da responsabilidade que há na interação entre a formação, o desenvolvimento estético do professor e o que ele propõe aos seus alunos . Esta...
The present study, fulfilled in Araraquara, approaches the Art’s value in Childhood Education and the art space in their formative trajectories, from the action and speech professor of Early Childhood Education. The methodology was qualitative ethnographic, based on Marli André. The materials that subsidizes analysis were based in: questionnaires applied by the Childhood Education Research Group (GPEI) of the FCLAr Unesp Araraquara, with teachers of Recreation and Education Centers; field research accomplished in CER neighborhood on the outskirts of the city; a questionnaire performed with students in the last semester of Pedagogy in a private university. During the process, was possible to collect material from different sources, namely, teachers, bibliographical material, photo, daily field and observation. The data collected provided distinct perspectives of interpretation and revealed that the realities found in pedagogical actions in Art’s class aren’t compatible at which point the studies like Ana Mae Barbosa, Mirian Celeste Martins, Eliot Eisner, Fusari e Ferraz about the Art importance in the Human development. The technical and legal guidelines, the pedagogical speeches, point to the importance of creative and autonomous individuals, but, conversely, was observed at school, lack of interventions mediators, which may contribute to the creativity and autonomy of the child. It is evident dichotomy between discourse and action of the teacher. The final analysis of the study moreover the reflections on the entire course, allowed me to become aware of the responsibility that no interaction between training, the aesthetic development of the teacher and what he proposes to his students. This research can contribute to other child education teachers in their specific contexts and singular work; can understand the aesthetic development of... (Complete abstract click electronic access below)
The present study, fulfilled in Araraquara, approaches the Art’s value in Childhood Education and the art space in their formative trajectories, from the action and speech professor of Early Childhood Education. The methodology was qualitative ethnographic, based on Marli André. The materials that subsidizes analysis were based in: questionnaires applied by the Childhood Education Research Group (GPEI) of the FCLAr Unesp Araraquara, with teachers of Recreation and Education Centers; field research accomplished in CER neighborhood on the outskirts of the city; a questionnaire performed with students in the last semester of Pedagogy in a private university. During the process, was possible to collect material from different sources, namely, teachers, bibliographical material, photo, daily field and observation. The data collected provided distinct perspectives of interpretation and revealed that the realities found in pedagogical actions in Art’s class aren’t compatible at which point the studies like Ana Mae Barbosa, Mirian Celeste Martins, Eliot Eisner, Fusari e Ferraz about the Art importance in the Human development. The technical and legal guidelines, the pedagogical speeches, point to the importance of creative and autonomous individuals, but, conversely, was observed at school, lack of interventions mediators, which may contribute to the creativity and autonomy of the child. It is evident dichotomy between discourse and action of the teacher. The final analysis of the study moreover the reflections on the entire course, allowed me to become aware of the responsibility that no interaction between training, the aesthetic development of the teacher and what he proposes to his students. This research can contribute to other child education teachers in their specific contexts and singular work; can understand the aesthetic development of... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Educação de crianças, Arte - Estudo e ensino
Como citar
ANDRADE, Euzânia Batista Ferreira. O professor na educação infantil: concepções e desenvolvimento profissional no ensino da arte. 2012. 245 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2012.