A constituição da docência de professores de história da arte do curso de licenciatura em artes visuais – EAD – UAB/Ufes: diálogos entre a modalidade a distância e a presencial
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Data
2020-02-27
Autores
Almonfrey, Juliana de Souza Silva
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Universidade Federal do Espírito Santo
Resumo
The present study focuses on the performance of Art History professors who became part of the teaching staff of the undergraduate course in Visual Arts in Distance Education (DE) at the Federal University of Espírito Santo. The questions that problematized this investigation were: how did DE, in its demands and specificities, contribute to the constitution of the professors’ teaching with knowhow in the face-to-face modality? Also, how did these subjects established dialogues between the DE experiences and their actions in the face-to-face modality, after they have experienced the virtualization context? The aim of the research is to comprehend how the teaching experience of these subjects took place, taking into consideration the dialogic relations established in the transit between the two modalities – that is, the face-to-face modality and the DE. The hypothesis made was that the dialogues established between one modality and the other would configure changes in the professors’ teaching, specifically within the scope of their performance in the face-to-face modality. The corpus of analysis for the investigation was composed by the syllabus of the disciplines, the virtual rooms, and the pedagogical projects of the Visual Arts – DE, as well as the interviews carried out with the subjects/professors. For the analyses, Bakhtin’s dialogic and polyphonic language conception and operational methodology of discursive semiotics were used as premises, which guided the discourses examination, the enunciative strategies, and the voices manifested in them, in view of the study of the constitution of the subjects’ teaching. Throughout this research, it was made possible to verify the way how their teaching was being constituted as a process, that is, through the dialogues in the transit between these two modalities. The arrangements made by each researched subject in their didactic actions were verified, when they started to work in the distance modality, as for the new situations bought up. Results shown that the DE experience had repercussions on the performance of the professors in the face-to-face modality, being manifested through additions, reviews and adaptations in the subjects’ teaching actions.
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Semiótica discursiva , Educação a Distância , História da Arte , Dialogismo