A formação do professor de Arte na modalidade educação a distância /EAD/UAB/UFES
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Data
2013-04-10
Autores
Simões, Vera Lúcia de Oliveira
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Editor
Universidade Federal do Espírito Santo
Resumo
This thesis is the result of a research configured as a case study, with the purpose of
identifying in the course of Visual Arts/UAB/UFES: conceptions of Art teacher that
guide/base the semi-presential Visual Arts Course and how they manifest in the
curriculum of the course, in official documents which set the standards and
discourses and practices proposed by teachers and instructors; the conception that
underlies the formation of Distance Education (DE) Art teacher; concepts that
underlie the DE legislation/standards on the teaching of art; discourse and practices
of teacher-trainers present in educational materials offered on the Moodle platform;
the modes of interaction between teacher and tutor, teachers and students, students
and tutors and between presential and at distance tutors. The research is supported
by the bakhtinian referential analysis of verbal interactions and the construction of
discourses and knowledge. Therefore, the methodological approach is grounded in
the theoretical assumptions of Mikhail Bakhtin, with emphasis on the concept of
dialogism, understood here as the relationship that exists between the discourses
and thus between self and other, and the concept of polyphony considering the
plurality of voices that coexist and interact in the discursive practices of those who
inhabit a Virtual Learning Environment (VLE). Faced with a universe consisting of 44
subjects distributed in all three axes –- General and Pedagogical Training, Specific
Training and Practice of Art Teaching –- which structure the course, there was the
need for a breakdown and analysis was performed in the disciplines: Research
Internship I, Art History III and Video being each of these components of a particular
axis. As expected this virtual environment identified a multitude of voices present in
the statements that constitute the writings on the DL; legislation governing teacher
training, course design, the structure of the curriculum, specialist teachers' practices,
mentoring interventions, the interaction of students. As it is a profusion of voices
coming from different subjects and interaction, it could not be different, and therefore
several conceptions of art teacher are present, sometimes perceived in the practices
and discourses of the same subject. This research confirms the Bakhtinian theory
that the borders of interaction between self and other, the relationship between
subjects and the subjects with society that constitute the discourses are constructed
and the meaning of the text. Even when the interaction is not as explicit or obvious, it
is from the theory that subjects are constituted and show their inventiveness, and
become responsible or "answerable" for their activities considering the specific time
and place each occupies in the world.
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Palavras-chave
Visual arts , Formation of art teacher , Distance education , Art and its education , Bakhtinian theory , Educação a distância , Arte e seu ensino , Teoria bakhtiniana , Artes visuais , Artes visuais , Formação de professores de arte