Professional training, development and the socio-educational role of Art teachers and instructors in Cuba

• Autor(a) principal: Fernández, Hamlet
• Data de Publicação: 2012
• Outros Autores: Aquino, Orlando Fernández, Borges, Maria Célia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Comunicações
• Texto Completo: https://www.metodista.br/revistas/revistas-unimep/index.php/comunicacoes/article/view/789
• topic: Cuba; Formación instructores de arte; Papel socioeducativo instructores de arte; Cuba; formación de instructores de artes; papel socioeducativo de los instructores de arte.

In the beginning of the Cuban Revolution (January 1959) hundreds of young people from all social classes around the country, despite their gender or skin color, obtained scholarships to study Art teaching in Havana. Many of them continued their studies in the National Art School (ENA), founded in Havana in 1962, becoming the first professional artists of the revolutionary process. The Revolution was beginning its great cultural work, as it allowed the democratic access to Art training, socialized the symbolic capital of culture, and called the human talent to an unprecedented development in national art and culture. After four decades, a new National Teacher Training Project emerged. Focused at the community, it seeks to renew the utopia of stimulating the creative talent wherever it is. From a critical and contextualized view, this investigation aims at characterizing the policies, the structure of the initial training, and the professional development of art teachers, as well as the socio-educational work performed by these professionals. In delves specifically in the teacher technical training in fine arts. Two main methods were joined to conduct the research, i.e., desk research and interviews with the national managers of the Art Teacher Training Project in Cuba. The results reveal the specificity of this project.