As experiências teatrais mediadas pelo livro didático de arte
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/40062 |
Resumo: | This research believes in the principle, defended by art-education authors and regulatory documents, that the Arts curricular component is one of experiential nature, therefore unable to do without experience. Studying the Arts implies in knowing and experiencing the specifics of their languages, aesthetical manifestations, and connections. Since 2015, via the National Program for Textbooks and Didactic Materials (Programa Nacional do Livro e do Material Didático), the Brazilian government distributes exclusive Art textbooks to public schools. Consequently, it is relevant that textbooks abide by such principle, in which learning is framed by experience. The distress that motivates this study comes from the researcher’s professional practice as an educator and Art textbook author, specialized in Theater. This research analyzes the use of the textbook collection Janelas da arte (BOZZANO; FRENDA; GUSMÃO, 2018a) and aims to investigate if and how the theater propositions within the collection Janelas da arte convert into experiences for middle school students. Considering textbooks educational instruments of dialogue between teachers and students, specific objectives were designed to: (1) analyze if and how teachers use the theater propositions given by the collection; (2) understand how students receive and perform such propositions; and (3) make suggestions, if proposed, for later re-elaboration of the collection, confronting the information produced, the textbooks theoretical and methodological framework, and this research theoretical framework, which is organized as such: art-education (BARBOSA, 2003, 2019; BOAL, 2012, 2015; KOUDELA, 2013; SPOLIN, 2003, 2004, 2010, 2015); the concept of experience (DEWEY, 2010; LAHAYE, LESSARD; TARDIF, 1991; LESSARD; TARDIF, 2009; LOIOLA; THERRIEN, 2001, 2003); and studies on textbooks (BITTENCOURT, 2004; CHOPPIN, 2004; LAJOLO, 1996; MUNAKATA, 2012a, 2012b). This predominantly qualitative research (ANDRÉ, 2007, 2012; TRIVINOS, 1987) produced information through class observations in public schools in the city of São Paulo; interviews with teachers in Bahia; and questionnaires applied to teachers both in São Paulo and Bahia. All participants were currently using the collection Janelas da arte. Information analysis was inspired by Content Analysis (BARDIN, 2016; FRANCO, 2021). Research findings suggest that teachers understand that textbooks give more theoretical support than practical, given that practical development of “theatrical language grammar” – such as theater games – is recurrently subtracted to prioritize dramatic text contexts that could be turned into thematic presentations. However, considering the theatrical propositions observed, students interacted and manifested dedication and interest. Participant teachers had insufficient training and experimental experience to teach theater, and sometimes even Arts, manifested by the lack of knowledge about the theatrical process development and the reproduction of outdated conceptions about the teaching of Arts and theater. As a result, we analyzed that the theatrical practices within the collection Janelas da arte, when performed, promote a meaningful experience process and could be improved by including: suggestions of adaptations to local contexts; more information about giving instructions and guidelines and the use of spaces; ready-to-use propositions; and short plays |
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Passarelli, Lílian Maria Ghiurohttp://lattes.cnpq.br/1266427942692895http://lattes.cnpq.br/9902994827612688Frenda, Perla2023-12-01T15:22:39Z2023-12-01T15:22:39Z2023-10-04Frenda, Perla. As experiências teatrais mediadas pelo livro didático de arte. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/40062This research believes in the principle, defended by art-education authors and regulatory documents, that the Arts curricular component is one of experiential nature, therefore unable to do without experience. Studying the Arts implies in knowing and experiencing the specifics of their languages, aesthetical manifestations, and connections. Since 2015, via the National Program for Textbooks and Didactic Materials (Programa Nacional do Livro e do Material Didático), the Brazilian government distributes exclusive Art textbooks to public schools. Consequently, it is relevant that textbooks abide by such principle, in which learning is framed by experience. The distress that motivates this study comes from the researcher’s professional practice as an educator and Art textbook author, specialized in Theater. This research analyzes the use of the textbook collection Janelas da arte (BOZZANO; FRENDA; GUSMÃO, 2018a) and aims to investigate if and how the theater propositions within the collection Janelas da arte convert into experiences for middle school students. Considering textbooks educational instruments of dialogue between teachers and students, specific objectives were designed to: (1) analyze if and how teachers use the theater propositions given by the collection; (2) understand how students receive and perform such propositions; and (3) make suggestions, if proposed, for later re-elaboration of the collection, confronting the information produced, the textbooks theoretical and methodological framework, and this research theoretical framework, which is organized as such: art-education (BARBOSA, 2003, 2019; BOAL, 2012, 2015; KOUDELA, 2013; SPOLIN, 2003, 2004, 2010, 2015); the concept of experience (DEWEY, 2010; LAHAYE, LESSARD; TARDIF, 1991; LESSARD; TARDIF, 2009; LOIOLA; THERRIEN, 2001, 2003); and studies on textbooks (BITTENCOURT, 2004; CHOPPIN, 2004; LAJOLO, 1996; MUNAKATA, 2012a, 2012b). This predominantly qualitative research (ANDRÉ, 2007, 2012; TRIVINOS, 1987) produced information through class observations in public schools in the city of São Paulo; interviews with teachers in Bahia; and questionnaires applied to teachers both in São Paulo and Bahia. All participants were currently using the collection Janelas da arte. Information analysis was inspired by Content Analysis (BARDIN, 2016; FRANCO, 2021). Research findings suggest that teachers understand that textbooks give more theoretical support than practical, given that practical development of “theatrical language grammar” – such as theater games – is recurrently subtracted to prioritize dramatic text contexts that could be turned into thematic presentations. However, considering the theatrical propositions observed, students interacted and manifested dedication and interest. Participant teachers had insufficient training and experimental experience to teach theater, and sometimes even Arts, manifested by the lack of knowledge about the theatrical process development and the reproduction of outdated conceptions about the teaching of Arts and theater. As a result, we analyzed that the theatrical practices within the collection Janelas da arte, when performed, promote a meaningful experience process and could be improved by including: suggestions of adaptations to local contexts; more information about giving instructions and guidelines and the use of spaces; ready-to-use propositions; and short playsEsta pesquisa parte do pressuposto, preconizado por autores da arte-educação e documentos normativos, de que o componente curricular Arte possui natureza vivencial e, portanto, não pode prescindir da experiência. Estudar arte implica conhecer e experimentar as especificidades de suas linguagens, manifestações estéticas e conexões. Desde 2015, via Programa Nacional do Livro e do Material Didático, o governo brasileiro distribui livros didáticos (LD) exclusivos desse componente às escolas públicas. Consequentemente, é relevante que os LD de Arte convirjam com esse pressuposto, que pauta o aprendizado na experienciação. A inquietação que move este estudo nasce da prática profissional da pesquisadora – educadora e autora de LD de Arte, especialista na linguagem Teatro. A pesquisa analisa o uso da coleção Janelas da arte (BOZZANO; FRENDA; GUSMÃO, 2018a) e tem como objetivo geral: investigar se e como as propostas teatrais da coleção Janelas da arte se revertem em experiência para estudantes dos anos finais do Ensino Fundamental. Compreendendo o LD como instrumento formativo de interlocução com professores e estudantes, como objetivos específicos, pontua-se: (1) analisar se e como os professores utilizam as proposições de teatro da coleção; (2) compreender como os estudantes recebem e realizam tais propostas; e (3) pontuar, se houver, indicações para posterior reelaboração da coleção, confrontando as informações produzidas, a abordagem teórico-metodológica da obra e o referencial teórico da pesquisa. A fundamentação teórica assim se organiza: arte-educação (BARBOSA, 2003, 2019; BOAL, 2002, 2012, 2015; KOUDELA, 2013; SPOLIN, 2003, 2004, 2010, 2015); concepção de experiência (DEWEY, 2010; LAHAYE; LESSARD; TARDIF, 1991; LESSARD; TARDIF, 2009; LOIOLA; THERRIEN, 2001, 2003); e estudos sobre o LD (BITTENCOURT, 2004; CHOPPIN, 2004; LAJOLO, 1996; MUNAKATA, 2012a, 2012b). A pesquisa, de abordagem predominantemente qualitativa (ANDRÉ, 2007, 2012; TRIVINOS, 1987), utiliza como instrumentos de produção de informações: observações de aulas em escolas públicas da cidade de São Paulo; entrevistas com professores da Bahia; e aplicação de questionários com professores dos dois estados, sendo todos os participantes adotantes da referida coleção. A análise das informações tem inspiração no procedimento de Análise de Conteúdo (BARDIN, 2016; FRANCO, 2021). Os achados da pesquisa sugerem que se compreende o LD como um suporte voltado mais aos conteúdos teóricos do que práticos, sendo recorrente a subtração de práticas de desenvolvimento da “gramática da linguagem teatral”, como os jogos teatrais, priorizando-se conteúdos com texto dramático ou passíveis de transformação em apresentações temáticas. Contudo, considerando as propostas teatrais realizadas, os estudantes interagem e manifestam dedicação e interesse. A amostragem dos docentes participantes revela formação e bagagem experiencial insuficientes para lecionar Teatro e, por vezes, Arte, manifestada pelo desconhecimento do desenvolvimento processual da linguagem teatral e pela reprodução de concepções defasadas do ensino de arte e teatro. Como resultado, analisa-se que as práticas teatrais da obra Janelas da arte, quando realizadas, promovem um processo de experienciação significativa e podem ser aprimoradas por meio da inserção de sugestões de adaptações ao contexto local; de aprofundamentos sobre os espaços de realização e sobre as instruções e orientações; de mais propostas factíveis em tempo breve; e de peças curtasporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOLivro didático de arteExperiênciaArte-educaçãoTeatroArt textbookExperienceArt-educationTheaterAs experiências teatrais mediadas pelo livro didático de arteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALPERLA FRENDA.pdfapplication/pdf3113631https://repositorio.pucsp.br/xmlui/bitstream/handle/40062/1/PERLA%20FRENDA.pdf49c476382028d71d763354f434a2bdd4MD51TEXTPERLA FRENDA.pdf.txtPERLA FRENDA.pdf.txtExtracted texttext/plain713741https://repositorio.pucsp.br/xmlui/bitstream/handle/40062/2/PERLA%20FRENDA.pdf.txt61b62bb87a68cf995b19d55cebba0c8aMD52THUMBNAILPERLA FRENDA.pdf.jpgPERLA FRENDA.pdf.jpgGenerated Thumbnailimage/jpeg1191https://repositorio.pucsp.br/xmlui/bitstream/handle/40062/3/PERLA%20FRENDA.pdf.jpg06028361541560f403e656d7f9cdd9e9MD53handle/400622023-12-04 09:30:51.172oai:repositorio.pucsp.br:handle/40062Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-12-04T12:30:51Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
As experiências teatrais mediadas pelo livro didático de arte |
title |
As experiências teatrais mediadas pelo livro didático de arte |
spellingShingle |
As experiências teatrais mediadas pelo livro didático de arte Frenda, Perla CNPQ::CIENCIAS HUMANAS::EDUCACAO Livro didático de arte Experiência Arte-educação Teatro Art textbook Experience Art-education Theater |
title_short |
As experiências teatrais mediadas pelo livro didático de arte |
title_full |
As experiências teatrais mediadas pelo livro didático de arte |
title_fullStr |
As experiências teatrais mediadas pelo livro didático de arte |
title_full_unstemmed |
As experiências teatrais mediadas pelo livro didático de arte |
title_sort |
As experiências teatrais mediadas pelo livro didático de arte |
author |
Frenda, Perla |
author_facet |
Frenda, Perla |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1266427942692895 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9902994827612688 |
dc.contributor.author.fl_str_mv |
Frenda, Perla |
contributor_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Livro didático de arte Experiência Arte-educação Teatro Art textbook Experience Art-education Theater |
dc.subject.por.fl_str_mv |
Livro didático de arte Experiência Arte-educação Teatro |
dc.subject.eng.fl_str_mv |
Art textbook Experience Art-education Theater |
description |
This research believes in the principle, defended by art-education authors and regulatory documents, that the Arts curricular component is one of experiential nature, therefore unable to do without experience. Studying the Arts implies in knowing and experiencing the specifics of their languages, aesthetical manifestations, and connections. Since 2015, via the National Program for Textbooks and Didactic Materials (Programa Nacional do Livro e do Material Didático), the Brazilian government distributes exclusive Art textbooks to public schools. Consequently, it is relevant that textbooks abide by such principle, in which learning is framed by experience. The distress that motivates this study comes from the researcher’s professional practice as an educator and Art textbook author, specialized in Theater. This research analyzes the use of the textbook collection Janelas da arte (BOZZANO; FRENDA; GUSMÃO, 2018a) and aims to investigate if and how the theater propositions within the collection Janelas da arte convert into experiences for middle school students. Considering textbooks educational instruments of dialogue between teachers and students, specific objectives were designed to: (1) analyze if and how teachers use the theater propositions given by the collection; (2) understand how students receive and perform such propositions; and (3) make suggestions, if proposed, for later re-elaboration of the collection, confronting the information produced, the textbooks theoretical and methodological framework, and this research theoretical framework, which is organized as such: art-education (BARBOSA, 2003, 2019; BOAL, 2012, 2015; KOUDELA, 2013; SPOLIN, 2003, 2004, 2010, 2015); the concept of experience (DEWEY, 2010; LAHAYE, LESSARD; TARDIF, 1991; LESSARD; TARDIF, 2009; LOIOLA; THERRIEN, 2001, 2003); and studies on textbooks (BITTENCOURT, 2004; CHOPPIN, 2004; LAJOLO, 1996; MUNAKATA, 2012a, 2012b). This predominantly qualitative research (ANDRÉ, 2007, 2012; TRIVINOS, 1987) produced information through class observations in public schools in the city of São Paulo; interviews with teachers in Bahia; and questionnaires applied to teachers both in São Paulo and Bahia. All participants were currently using the collection Janelas da arte. Information analysis was inspired by Content Analysis (BARDIN, 2016; FRANCO, 2021). Research findings suggest that teachers understand that textbooks give more theoretical support than practical, given that practical development of “theatrical language grammar” – such as theater games – is recurrently subtracted to prioritize dramatic text contexts that could be turned into thematic presentations. However, considering the theatrical propositions observed, students interacted and manifested dedication and interest. Participant teachers had insufficient training and experimental experience to teach theater, and sometimes even Arts, manifested by the lack of knowledge about the theatrical process development and the reproduction of outdated conceptions about the teaching of Arts and theater. As a result, we analyzed that the theatrical practices within the collection Janelas da arte, when performed, promote a meaningful experience process and could be improved by including: suggestions of adaptations to local contexts; more information about giving instructions and guidelines and the use of spaces; ready-to-use propositions; and short plays |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-12-01T15:22:39Z |
dc.date.available.fl_str_mv |
2023-12-01T15:22:39Z |
dc.date.issued.fl_str_mv |
2023-10-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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Frenda, Perla. As experiências teatrais mediadas pelo livro didático de arte. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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https://repositorio.pucsp.br/jspui/handle/handle/40062 |
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Frenda, Perla. As experiências teatrais mediadas pelo livro didático de arte. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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