Pesquisa educacional com base nas artes: pensando a educação dos professores como experiência estética
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Data
2006-12-01
Autores
Telles, João A. [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de São Paulo (USP), Faculdade de Educação
Resumo
Neste artigo, o autor descreve dois estudos, realizados com professores, nos quais objetos de arte são usados como dispositivos deflagradores de reflexão compartilhada. Teoricamente fundamentado em uma nova modalidade de investigação qualitativa no campo da Educação - a Pesquisa Educacional com Base nas Artes (PEBA) -, ele discute particularidades do funcionamento e do papel dessa modalidade de pesquisa no desenvolvimento profissional docente, as diferentes naturezas dos dois objetos de arte utilizados (a fotografia e o espetáculo teatral) e aponta para duas principais vertentes dessa modalidade de pesquisa - a vertente de produção de significados, pela qual o educador de professores e os participantes da pesquisa compartilham e constroem significados ao entrarem em contato com um objeto de arte previamente pronto e confeccionado por um artista profissional; e a vertente representacional, pela qual os professores e educadores participantes constroem, individualmente ou de forma compartilhada, um determinado objeto de arte que reflita e expresse suas representações do mundo da docência. Por fim, o artigo sugere que a PEBA, além de estabelecer contextos reflexivos nos quais alunos e professores têm oportunidades de desvelar a experiência estética, instaura relações alternativas dos participantes com o conhecimento e com a prática pedagógica, evidenciando sua importância social e suas forças revitalizadoras.
The author describes in this article two studies conducted with teachers, in which art objects are used as devices to trigger shared reflection. Theoretically grounded in a novel modality of qualitative investigation in the field of Education - Arts-based Educational Research (ABER), the text discusses peculiarities of the working and role of this research mode in teacher professional development, the different natures of the two art objects employed (photography and theater), and points to the two main tendencies within this research mode - the tendency of meaning production, in which the teacher educator and the participants in the research share and build meanings by coming in contact with an art object previously prepared by a professional artist; and the representationist tendency, in which participating teachers and educators construct, individually or in shared fashion, a certain art object that reflects and expresses their representations of the world of teaching. Lastly, the article suggests that ABER, apart from establishing contexts of reflection in which students and teachers have the opportunity to unfold the aesthetic experience, institutes alternative relationships of the participants with the pedagogical knowledge and practice, revealing its social import and its renewing force.
The author describes in this article two studies conducted with teachers, in which art objects are used as devices to trigger shared reflection. Theoretically grounded in a novel modality of qualitative investigation in the field of Education - Arts-based Educational Research (ABER), the text discusses peculiarities of the working and role of this research mode in teacher professional development, the different natures of the two art objects employed (photography and theater), and points to the two main tendencies within this research mode - the tendency of meaning production, in which the teacher educator and the participants in the research share and build meanings by coming in contact with an art object previously prepared by a professional artist; and the representationist tendency, in which participating teachers and educators construct, individually or in shared fashion, a certain art object that reflects and expresses their representations of the world of teaching. Lastly, the article suggests that ABER, apart from establishing contexts of reflection in which students and teachers have the opportunity to unfold the aesthetic experience, institutes alternative relationships of the participants with the pedagogical knowledge and practice, revealing its social import and its renewing force.
Descrição
Palavras-chave
Educação de professores, Reflexão, Pesquisa com base nas artes, Experiência estética, Teacher education, Reflection, Arts-based research, Aesthetic experience
Como citar
Educação e Pesquisa. Faculdade de Educação da Universidade de São Paulo, v. 32, n. 3, p. 509-530, 2006.