OS PROFESSORES DE ARTES VISUAIS E A PANDEMIA DA COVID-19

• Autor(a) principal: Luge Oliveira, Vinícius
• Data de Publicação: 2021
• Outros Autores: Fonseca da Silva, Maria Cristina da Rosa, Perini, Janine Alessandra
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Momento (Rio Grande. Online)
• Texto Completo: https://periodicos.furg.br/momento/article/view/13202
• topic: Observatório; Ensino de Artes; Formação de Professores; Pedagogia Histórico-Crítica

The article aimed to analyze how trained teachers in visual arts experienced the COVID 19 pandemic, in personal and political-pedagogical aspects. Seventy art teachers answered an online questionnaire with ten open-ended questions, therefore we sought to identify which support was received, which structure was available to the teachers, which strategies these professionals created to adapt to the pandemic context, how their students responded, which content approaches were taken and finally which changes the remote teaching has provided for the Teaching of Visual Arts. The analysis was based on the grounds of historical dialectical materialism; hence we identified the contradictions between the required pedagogical needs and the support received by the teachers. In order to investigate the data, we used the studies of Saviani (2020), Duarte (2016), among other Historical Critical Pedagogy (HCP) scholars, who similarly search for problematizing the philosophical and methodological foundations of HCP didactics (GALVÃO, LAVOURA and MARTINS, 2019), without disregarding the analysis of educational policies that seek to implement neoliberalism in Education. Briefly, the study points out to the unpreparedness of schools to develop activities in the remote teaching context, rendering the pedagogical process to the teacher's own fate. Not only the emotional state and health of teachers were highly affected, but also the access requirements to technologies were under the teaching staff responsibility. In this given chaos by remote learning, few educational institutions claimed to foster debates on pedagogical process and implications of this scenario. As far as the specificity of training in visual arts is concerned, teachers indicate that part of the practical artistic training was greatly harmed.