Teachers theories on art evaluation
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/633 |
Resumo: | The major goal of this text is to present a study on "Teachers Theories on Art Evaluation in order to fathom how an art professor appraises his 5th primary school students and his concernments on evaluation. This study was based on a qualitative focus exploratory non-experimental pattern. Through interviewing teachers, it was possible to know how an art teacher could understand and theorize on arts valuation. The main purpose was to challenge an unknown area which has been seldom reviewed and examined: Psychology, Arts and Didactic, in order to connect the convergence point among psychologic, artistic and didactic. Public schools from Rio de Janeiro were chosen to be worked out. According to the declarations in this research, it were possible to reach some conclusions: the evidences report that valuing in Arts consists attributing a value's judgment to an reality; through this process a reflexive action is action is sought, "valuing" according to the diagnostic and formative valuation proposal, the teachers Knowledge is to be considered a laic understanding and also as personal pedagogic theories (implicits theories) - those not often perceived - however they are really important for organization the professor's knowledge. |
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Teachers theories on art evaluationTeorizaciones de los docentes sobre la evaluacion en artes plasticasTeorizacoes dos docentes sobre a avaliação em Artes PlasticasPensamiento del docente; Evaluacion en Artes; Teorias implicitas; Comprender; Juicio de valor; Accion reflexiva; Conocimiento lego; Sicologia; Arte; Didacticapensamento do professor; Avaliação em Artes; Teorias implicitas; Compreender; Juizo de valor; Acao reflexiva; Conhecimento leigo; Psicologia; Arte; DidaticaTeachers reflections; Art valuation; Implicits theories; Comprehend; Value's judgement; Reflexive action; Laic Knowledge; Psychology; Arts; DidacticThe major goal of this text is to present a study on "Teachers Theories on Art Evaluation in order to fathom how an art professor appraises his 5th primary school students and his concernments on evaluation. This study was based on a qualitative focus exploratory non-experimental pattern. Through interviewing teachers, it was possible to know how an art teacher could understand and theorize on arts valuation. The main purpose was to challenge an unknown area which has been seldom reviewed and examined: Psychology, Arts and Didactic, in order to connect the convergence point among psychologic, artistic and didactic. Public schools from Rio de Janeiro were chosen to be worked out. According to the declarations in this research, it were possible to reach some conclusions: the evidences report that valuing in Arts consists attributing a value's judgment to an reality; through this process a reflexive action is action is sought, "valuing" according to the diagnostic and formative valuation proposal, the teachers Knowledge is to be considered a laic understanding and also as personal pedagogic theories (implicits theories) - those not often perceived - however they are really important for organization the professor's knowledge.El proposito de este texto es el de presentar en sintesis la investigación "Teorizaciones de los docentes sobre la evaluacion en Artes Plasticas", que busca indagar y comprender el pensamiento del docente de Artes Plasticas en la evaluacion de los alumnos del segundo ciclo de la enseñanza basica (5a serie do Ensino Fundamental no Brasil). Este estudio se enmarca en un enfoque cualitativo con un diseño no experimental de tipo exploratorio. A traves de las entrevistas con los docentes, la declaracion del docente considerada "una accion mediada por la palabra", se han buscado las teorias implicitas a fin de convertir en explicitos los marcos de referencia del docente de Artes Plasticas y comprender como el percibe, piensa, teoriza y comprende sobre la evaluacion en Artes Plasticas. El interes del investigador ha sido desafiar un campo poco revisado, que es el campo de la Psicologia, del Arte y de la Didactica, buscando el punto donde se interceptan lo psicologico, lo didactico y lo artistico. El lugar de trabajo ha sido las escuelas públicas municipales de Rio de Janeiro. De las declaraciones obtenidas en esta investigación se llega a determinados resultados: los datos traen evidencias de que en la escuela la actividad de evaluar en Artes Plasticas consiste en la atribucion de un juicio de valor a una realidad observada; en el proceso de evaluacion en Artes Plasticas se busca una accion mas reflexiva, "el evaluar" dentro de la propuesta de la evaluacion diagnostica y formativa; el conocimiento del profesor puede ser considerado un conocimiento lego, y tambien teorias pedagogicas personales (teorias implicitas), estas no siempre percibidas por los profesores, sin embargo, juegan un papel importante en la organizacion del conocimiento del docente.O proposito deste texto e apresentar em sintese a tese "Teorizacoes dos docentes sobre a avaliação em Artes Plasticas", que busca indagar e compreender o pensamento do professor de Artes Plasticas na avaliação dos alunos da 5a serie do Ensino Fundamental no Brasil. Este estudo enquadra-se em um enfoque qualitativo nao experimental de tipo exploratorio. Atraves das entrevistas com os professores, a declaração do docente considerada "uma ação mediada pela palavra", buscou-se as teorias implicitas a fim de tornarem-se explicitos os marcos de referencia do professor de Artes Plasticas e compreender como ele percebe, pensa, teoriza e compreende sobre a avaliação nas Artes Plasticas. O interesse do investigador foi desafiar um campo pouco revisto, que e o campo da Psicologia, da Arte e da Didatica, buscando um ponto onde se encontram o psicologico, o didatico e o artistico. As escolas públicas municipais do Rio de Janeiro foram o lugar de trabalho. Das declaracoes obtidas nesta investigação, chega-se a determinados resultados: os dados trazem evidencias de que na escola a atividade de avaliar nas Artes Plasticas consiste na atribuicao de um juizo de valor a uma realidade observada; no processo de avaliação nas Artes Plasticas busca-se uma ação reflexiva, "o avaliar" dentro da proposta da avaliação diagnostica e formativa; o conhecimento do professor pode ser considerado um conhecimento leigo e tambem como teorias pedagogicas pessoais (teorias implicitas), estas nem sempre percebidas pelos professores, porem fazem parte de um papel importante na organização do conhecimento do professor.Fundação Cesgranriodos Santos, Suzana Maria Ortiz2015-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/63310.1590/S0104-40362004000400005Ensaio: Avaliação e Políticas Públicas em Educação; v. 12, n. 45 (2004): Revista Ensaio - Out./Dez.; 981-9941809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-09-09T17:19:44Zoai:ojs.localhost:article/633Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-09-09T17:19:44Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Teachers theories on art evaluation Teorizaciones de los docentes sobre la evaluacion en artes plasticas Teorizacoes dos docentes sobre a avaliação em Artes Plasticas |
title |
Teachers theories on art evaluation |
spellingShingle |
Teachers theories on art evaluation dos Santos, Suzana Maria Ortiz Pensamiento del docente; Evaluacion en Artes; Teorias implicitas; Comprender; Juicio de valor; Accion reflexiva; Conocimiento lego; Sicologia; Arte; Didactica pensamento do professor; Avaliação em Artes; Teorias implicitas; Compreender; Juizo de valor; Acao reflexiva; Conhecimento leigo; Psicologia; Arte; Didatica Teachers reflections; Art valuation; Implicits theories; Comprehend; Value's judgement; Reflexive action; Laic Knowledge; Psychology; Arts; Didactic |
title_short |
Teachers theories on art evaluation |
title_full |
Teachers theories on art evaluation |
title_fullStr |
Teachers theories on art evaluation |
title_full_unstemmed |
Teachers theories on art evaluation |
title_sort |
Teachers theories on art evaluation |
author |
dos Santos, Suzana Maria Ortiz |
author_facet |
dos Santos, Suzana Maria Ortiz |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
dos Santos, Suzana Maria Ortiz |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Pensamiento del docente; Evaluacion en Artes; Teorias implicitas; Comprender; Juicio de valor; Accion reflexiva; Conocimiento lego; Sicologia; Arte; Didactica pensamento do professor; Avaliação em Artes; Teorias implicitas; Compreender; Juizo de valor; Acao reflexiva; Conhecimento leigo; Psicologia; Arte; Didatica Teachers reflections; Art valuation; Implicits theories; Comprehend; Value's judgement; Reflexive action; Laic Knowledge; Psychology; Arts; Didactic |
topic |
Pensamiento del docente; Evaluacion en Artes; Teorias implicitas; Comprender; Juicio de valor; Accion reflexiva; Conocimiento lego; Sicologia; Arte; Didactica pensamento do professor; Avaliação em Artes; Teorias implicitas; Compreender; Juizo de valor; Acao reflexiva; Conhecimento leigo; Psicologia; Arte; Didatica Teachers reflections; Art valuation; Implicits theories; Comprehend; Value's judgement; Reflexive action; Laic Knowledge; Psychology; Arts; Didactic |
description |
The major goal of this text is to present a study on "Teachers Theories on Art Evaluation in order to fathom how an art professor appraises his 5th primary school students and his concernments on evaluation. This study was based on a qualitative focus exploratory non-experimental pattern. Through interviewing teachers, it was possible to know how an art teacher could understand and theorize on arts valuation. The main purpose was to challenge an unknown area which has been seldom reviewed and examined: Psychology, Arts and Didactic, in order to connect the convergence point among psychologic, artistic and didactic. Public schools from Rio de Janeiro were chosen to be worked out. According to the declarations in this research, it were possible to reach some conclusions: the evidences report that valuing in Arts consists attributing a value's judgment to an reality; through this process a reflexive action is action is sought, "valuing" according to the diagnostic and formative valuation proposal, the teachers Knowledge is to be considered a laic understanding and also as personal pedagogic theories (implicits theories) - those not often perceived - however they are really important for organization the professor's knowledge. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-10-21 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/633 10.1590/S0104-40362004000400005 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/633 |
identifier_str_mv |
10.1590/S0104-40362004000400005 |
dc.language.iso.fl_str_mv |
pt; en; es |
language_invalid_str_mv |
pt; en; es |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 12, n. 45 (2004): Revista Ensaio - Out./Dez.; 981-994 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
instname_str |
Fundação Cesgranrio |
instacron_str |
CESGRANRIO-2 |
institution |
CESGRANRIO-2 |
reponame_str |
Ensaio (Rio de Janeiro. Online) |
collection |
Ensaio (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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1754832030028267520 |