Docência Universitária em Arte:(auto)retratos da identidade do docente-artista

• Autor(a) principal: OLIVEIRA, Eleny Macedo de
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1986
• topic: docência universitária em Arte; identidade do docente-artista; identidade profissional; University teaching in Art; identity of the teacher - artist; professional identity; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study, inserted into the Research Line Training and Teacher Professional Process, aimed to identify and analyze aspects of professional identity of teacher - artist who works in higher education. Thus, it was necessary to understand the reasons that lead this professional to join the university teaching, besides knowing about the aspects that constitute the identity of the teacher - artist who exercises teaching at the university. The concept of teacher - artist constructed in dialogue with references as Célia Maria de Castro Almeida (1992) and Késia Mendes Barbosa (2006) serves to clarify the concept of professional identity and inclusion of teacher - artist in the formation of Higher Education. Along with this concept, the narrative of the first institutions of higher education in Brazil is delineated, in order to elucidate how the genesis of the university teacher training throughout history happened, especially the teacher - artist. These informations are the base for understanding the evolution of the professional training and the identity of the teacher - artist of Higher Education in dialogue with Carmen Lucia Abadie Biasoli (1999), Luiz Antonio Cunha (2003) e Ana Mae Barbosa (2005). Thus, the analysis turns to the concept of teacher identity focusing these authors who propose analysis and discussions on the topic. The highlights of this concept are: Valter Soares Guimarães (2004), Tomaz Tadeu da Silva (2009), and Luzia Alves de Carvalho (2009). Analyses on the professional identity takes consistency, followed by reflections of Léa das Graças Anastasiou (2001, 2006), Pimenta (2002), Miguel A. Zabalza (2004) and Valter Soares Guimarães (2004). The field research achieved in the GT of Education and Art of the National Association for Research and Post-Graduation Education - ANPEd - and at School of Arts, in the Visual Arts Faculty - FAV-and at School of Music and Performing Arts - EMAC- of UFG had as instrument for data collection a questionnaire. The findings resulting from analysis of field research and the possible contributions to the understanding of the aspects that constitute the professional identity of teacher - artist of Higher Education form the outcome of this investigation by presenting two main lines of dominance in teaching in Art with visions distinct, but with common purposes: the teaching of art.