Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art

Detalhes bibliográficos
Autor(a) principal: Góes, Margarete Sacht
Data de Publicação: 2022
Outros Autores: Soares, Maria Angélica Vago
Tipo de documento: Artigo
Idioma: por
Título da fonte: Palíndromo (Online)
Texto Completo: https://www.revistas.udesc.br/index.php/palindromo/article/view/20935
Resumo: The article analyzes, from a historical-cultural perspective, issues relevant to the initial training of teachers of the Licentiate Degree in Visual Arts – Integral (2006 version), at the Federal University of Espírito Santo – UFES, and how this training reverberates in the ways of teaching contemporary art in early childhood education, which, in times of significant technological advances, has redimensioned the way children produce and consume art. Therefore, it carries out a case study based on interviews and dialogues with teachers in this segment of basic education. It is based on Vigotski (2007) to address the cultural-historical perspective in the field of psychology, on Bakhtin (2010)), in the field of language, and on Benjamin (2007) to think about children. In the field of art education, it draws on Barbosa (2005) and Cocchiarale (2006) and, for teacher education, on Fonseca da Silva (2019), Foerste and Camargo (2019) and Nóvoa (2009). It ends by proposing an approximation between the training of teachers and contemporary art, presenting educational proposals based on a contemporary teaching of art for young children.
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spelling Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary artFricciones y enfoques de la enseñanza del arte en la educación infantil: formación docente y arte contemporáneoFricções e aproximações do ensino da arte na educação infantil: formação docente e arte contemporâneaFormação de professoras/esEducação infantilEnsino de arteArte contemporâneaTeacher trainingChild education Art educationContemporary artFormación docenteEducación InfantilEducación artísticaArte ContemporaneoThe article analyzes, from a historical-cultural perspective, issues relevant to the initial training of teachers of the Licentiate Degree in Visual Arts – Integral (2006 version), at the Federal University of Espírito Santo – UFES, and how this training reverberates in the ways of teaching contemporary art in early childhood education, which, in times of significant technological advances, has redimensioned the way children produce and consume art. Therefore, it carries out a case study based on interviews and dialogues with teachers in this segment of basic education. It is based on Vigotski (2007) to address the cultural-historical perspective in the field of psychology, on Bakhtin (2010)), in the field of language, and on Benjamin (2007) to think about children. In the field of art education, it draws on Barbosa (2005) and Cocchiarale (2006) and, for teacher education, on Fonseca da Silva (2019), Foerste and Camargo (2019) and Nóvoa (2009). It ends by proposing an approximation between the training of teachers and contemporary art, presenting educational proposals based on a contemporary teaching of art for young children.El artículo analiza, desde una perspectiva histórico-cultural, temas relevantes para la formación inicial de los docentes de la Licenciatura en Artes Visuales - Integral (versión 2006), de la Universidad Federal de Espírito Santo - UFES, y cómo repercute esta formación. en las formas de enseñar arte contemporáneo en la educación infantil, que, en tiempos de importantes avances tecnológicos, ha redimensionado la forma en que los niños producen y consumen arte. Por ello, realiza un estudio de caso a partir de entrevistas y diálogos con docentes de este segmento de la educación básica. Se basa en Vigotski (2007) para abordar la perspectiva histórico-cultural en el campo de la psicología, en Bakhtin (2010)), en el campo del lenguaje, y en Benjamin (2007) para pensar en los niños. En el campo de la educación artística, se basa en Barbosa (2005) y Cocchiarale (2006) y, para la formación del profesorado, en Fonseca da Silva (2019), Foerste y Camargo (2019) y Nóvoa (2009). Finaliza proponiendo una aproximación entre la formación del profesorado y el arte contemporáneo, presentando propuestas educativas basadas en una enseñanza del arte contemporáneo para niños pequeños.O artigo analisa, a partir da perspectiva histórico-cultural, questões pertinentes à formação inicial das/os professoras/es do Curso de Licenciatura em Artes Visuais – Integral (versão 2006), da Universidade Federal do Espírito Santo – UFES, e como essa formação reverbera nos modos de ensinar arte contemporânea na Educação Infantil que, em tempos de avanços tecnológicos significativos, tem redimensionado a forma das crianças produzirem e consumirem arte. Para tanto, realiza um estudo de caso a partir de entrevistas e diálogos com professoras desse segmento da educação básica. Fundamenta-se em Vigotski (2007) para abordar a perspectiva histórico-cultural no campo da psicologia, em Bakhtin (2010)), no campo da linguagem, e em Benjamin (2007) para pensar a criança. No campo do ensino da arte, apoia-se em Barbosa (2005) e em Cocchiarale (2006) e, para a formação de professores, em Fonseca da Silva (2019), em Foerste e Camargo (2019) e em Nóvoa (2009). Finaliza propondo uma aproximação entre a formação de professoras/es e a arte contemporânea, apresentando propostas educativas a partir de um ensino contemporâneo da arte para crianças pequenas.Universidade do Estado de Santa Catarina2022-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.udesc.br/index.php/palindromo/article/view/2093510.5965/2175234614322022238Palíndromo; Vol. 14 No. 32 (2022): Formação de professores de artes no Brasil: problematizações a partir do projeto em rede observatório; 238-255Palíndromo; v. 14 n. 32 (2022): Formação de professores de artes no Brasil: problematizações a partir do projeto em rede observatório; 238-2552175-23461984-9532reponame:Palíndromo (Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:UDESCporhttps://www.revistas.udesc.br/index.php/palindromo/article/view/20935/13874Copyright (c) 2021 Margarete Sacht Góes, Angélica Vago Soareshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGóes, Margarete SachtSoares, Maria Angélica Vago2022-01-04T10:04:31Zoai:ojs.revistas.udesc.br:article/20935Revistahttps://www.revistas.udesc.br/index.php/palindromoPUBhttps://www.revistas.udesc.br/index.php/palindromo/oaipalindromorevista@gmail.com || revistapalindromo@udesc.br2175-23461984-9532opendoar:2022-01-04T10:04:31Palíndromo (Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
Fricciones y enfoques de la enseñanza del arte en la educación infantil: formación docente y arte contemporáneo
Fricções e aproximações do ensino da arte na educação infantil: formação docente e arte contemporânea
title Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
spellingShingle Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
Góes, Margarete Sacht
Formação de professoras/es
Educação infantil
Ensino de arte
Arte contemporânea
Teacher training
Child education
Art education
Contemporary art
Formación docente
Educación Infantil
Educación artística
Arte Contemporaneo
title_short Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
title_full Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
title_fullStr Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
title_full_unstemmed Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
title_sort Frictions and approaches to art teaching in early childhood education: teacher formation and contemporary art
author Góes, Margarete Sacht
author_facet Góes, Margarete Sacht
Soares, Maria Angélica Vago
author_role author
author2 Soares, Maria Angélica Vago
author2_role author
dc.contributor.author.fl_str_mv Góes, Margarete Sacht
Soares, Maria Angélica Vago
dc.subject.por.fl_str_mv Formação de professoras/es
Educação infantil
Ensino de arte
Arte contemporânea
Teacher training
Child education
Art education
Contemporary art
Formación docente
Educación Infantil
Educación artística
Arte Contemporaneo
topic Formação de professoras/es
Educação infantil
Ensino de arte
Arte contemporânea
Teacher training
Child education
Art education
Contemporary art
Formación docente
Educación Infantil
Educación artística
Arte Contemporaneo
description The article analyzes, from a historical-cultural perspective, issues relevant to the initial training of teachers of the Licentiate Degree in Visual Arts – Integral (2006 version), at the Federal University of Espírito Santo – UFES, and how this training reverberates in the ways of teaching contemporary art in early childhood education, which, in times of significant technological advances, has redimensioned the way children produce and consume art. Therefore, it carries out a case study based on interviews and dialogues with teachers in this segment of basic education. It is based on Vigotski (2007) to address the cultural-historical perspective in the field of psychology, on Bakhtin (2010)), in the field of language, and on Benjamin (2007) to think about children. In the field of art education, it draws on Barbosa (2005) and Cocchiarale (2006) and, for teacher education, on Fonseca da Silva (2019), Foerste and Camargo (2019) and Nóvoa (2009). It ends by proposing an approximation between the training of teachers and contemporary art, presenting educational proposals based on a contemporary teaching of art for young children.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-03
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://www.revistas.udesc.br/index.php/palindromo/article/view/20935
10.5965/2175234614322022238
url https://www.revistas.udesc.br/index.php/palindromo/article/view/20935
identifier_str_mv 10.5965/2175234614322022238
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.udesc.br/index.php/palindromo/article/view/20935/13874
dc.rights.driver.fl_str_mv Copyright (c) 2021 Margarete Sacht Góes, Angélica Vago Soares
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Margarete Sacht Góes, Angélica Vago Soares
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina
dc.source.none.fl_str_mv Palíndromo; Vol. 14 No. 32 (2022): Formação de professores de artes no Brasil: problematizações a partir do projeto em rede observatório; 238-255
Palíndromo; v. 14 n. 32 (2022): Formação de professores de artes no Brasil: problematizações a partir do projeto em rede observatório; 238-255
2175-2346
1984-9532
reponame:Palíndromo (Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:UDESC
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str UDESC
institution UDESC
reponame_str Palíndromo (Online)
collection Palíndromo (Online)
repository.name.fl_str_mv Palíndromo (Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv palindromorevista@gmail.com || revistapalindromo@udesc.br
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