cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía

Detalhes bibliográficos
Autor(a) principal: santi, marina
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Childhood & Philosophy (Rio de Janeiro. Online)
Texto Completo: https://www.e-publicacoes.uerj.br/childhood/article/view/20507
Resumo: This study deals with an exploratory research about understanding of art in students of different age, grades and kind of schools attended. In particular, we analysed how beliefs and reflections about art and aesthetical experiences expressed during a cross-age interview, changed in elementary school children involved for two years in a UE Project (Socrates - Comenius, Action 1) titled “Philosophy and European Contemporary Art”. The activities are based on guided philosophical discussions, transforming the classroom in a “community of inquiry”, according to the methodology of “Philosophy for Children” program (Lipman, Sharp, & Oscanyan, 1980). The elementary school group was tested pre and post the program activities. A qualitative analysis of the students’ answers was carried out, considering the data with respect to the five stages of art understanding defined by Micheal Parsons (1990) which correspond to different beliefs about art in the subjects. Key-words: Philosophy for children; qualitative analysis; art education
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spelling cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofíacomo estudantes entendem a arte: uma mudança nas crianças através da filosofiahow students understand art: a change in children through philosophyThis study deals with an exploratory research about understanding of art in students of different age, grades and kind of schools attended. In particular, we analysed how beliefs and reflections about art and aesthetical experiences expressed during a cross-age interview, changed in elementary school children involved for two years in a UE Project (Socrates - Comenius, Action 1) titled “Philosophy and European Contemporary Art”. The activities are based on guided philosophical discussions, transforming the classroom in a “community of inquiry”, according to the methodology of “Philosophy for Children” program (Lipman, Sharp, & Oscanyan, 1980). The elementary school group was tested pre and post the program activities. A qualitative analysis of the students’ answers was carried out, considering the data with respect to the five stages of art understanding defined by Micheal Parsons (1990) which correspond to different beliefs about art in the subjects. Key-words: Philosophy for children; qualitative analysis; art educationEste estudo lida com uma pesquisa exploratória sobre a compreensão a respeito da arte por estudantes de deferentes idades, séries e tipos de escola frequentados. Particularmente, analisamos como crenças e reflexões a respeito da arte e da experiência estética expressas por crianças de diferentes idades nas entrevistas feitas mudaram naquelas do ensino fundamental envolvidas por dois anos na UE Project (Sócrates – Comenius, Ação 1), intitulado “Filosofia e arte européia contemporânea”. As atividades são baseadas em discussões filosóficas conduzidas, transformando a sala de aula em uma “comunidade de investigação”, de acordo com a metodologia do programa de “Filosofia para Crianças” (Lipman, Sharp & Oscanyan, 1980). O grupo do ensino primário fundamental foi testado antes e depois das atividades do programa. Uma análise qualitativa das respostas dos estudantes foi efetuada, considerando os dados em relação aos cinco estágios da compreensão da arte, definidos por Micheal Parsons (1990), que correspondem a diferentes crenças sobre a arte nas disciplinas. Palavras-chave: Filosofia para crianças; análise cualitativa; educação artísticaEste estudio trata de una investigación exploratoria acerca de la comprensión del arte en estudiantes de diferentes edades, años escolares y tipos de escuelas. En particular, analizamos cómo creencias y reflexiones sobre el arte y las experiencias estéticas expresadas en entrevistas realizadas en diferentes edades cambiaron en niños de educación fundamental en los dos años de un proyecto de la Unión Europea (Sócrates – Comenius, Acción 1), intitulado “La Filosofía y el Arte Europeo Contemporáneo”. Las actividades estuvieron basadas en discusiones filosóficas guiadas, transformando la clase en una “comunidad de investigación”, de acuerdo con la metodología del Programa de “Filosofía para Niños” (LIpman, Sharp & Oscanyan, 1980). El grupo de educación fundamental fue testado antes y después de las actividades del programa. Fue desarrollado un análisis cualitativo de las respuestas de los estudiantes, considerando los datos en relación con los cinco estadios de comprensión del arte definidos por Micheal Parsons (1990), que corresponden a diferentes creencias acerca del arte en las materias. Palabras clave: Filosofía para niños; análisis cualitativo; educación artísticaUniversidade do Estado do Rio de Janeiro2010-04-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/20507childhood & philosophy; Vol. 3 Núm. 5 (2007): ene./jun.; pp. 19-33childhood & philosophy; v. 3 n. 5 (2007): jan./jun.; pp. 19-33childhood & philosophy; Vol. 3 No. 5 (2007): jan./june; pp. 19-331984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJenghttps://www.e-publicacoes.uerj.br/childhood/article/view/20507/14833santi, marinainfo:eu-repo/semantics/openAccess2018-07-10T19:00:40Zoai:ojs.www.e-publicacoes.uerj.br:article/20507Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2018-07-10T19:00:40Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.none.fl_str_mv cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
como estudantes entendem a arte: uma mudança nas crianças através da filosofia
how students understand art: a change in children through philosophy
title cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
spellingShingle cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
santi, marina
title_short cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
title_full cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
title_fullStr cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
title_full_unstemmed cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
title_sort cómo los estudiantes entienden el arte: un cambio en los niños a través de la filosofía
author santi, marina
author_facet santi, marina
author_role author
dc.contributor.author.fl_str_mv santi, marina
description This study deals with an exploratory research about understanding of art in students of different age, grades and kind of schools attended. In particular, we analysed how beliefs and reflections about art and aesthetical experiences expressed during a cross-age interview, changed in elementary school children involved for two years in a UE Project (Socrates - Comenius, Action 1) titled “Philosophy and European Contemporary Art”. The activities are based on guided philosophical discussions, transforming the classroom in a “community of inquiry”, according to the methodology of “Philosophy for Children” program (Lipman, Sharp, & Oscanyan, 1980). The elementary school group was tested pre and post the program activities. A qualitative analysis of the students’ answers was carried out, considering the data with respect to the five stages of art understanding defined by Micheal Parsons (1990) which correspond to different beliefs about art in the subjects. Key-words: Philosophy for children; qualitative analysis; art education
publishDate 2010
dc.date.none.fl_str_mv 2010-04-23
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.e-publicacoes.uerj.br/childhood/article/view/20507
url https://www.e-publicacoes.uerj.br/childhood/article/view/20507
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://www.e-publicacoes.uerj.br/childhood/article/view/20507/14833
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
dc.source.none.fl_str_mv childhood & philosophy; Vol. 3 Núm. 5 (2007): ene./jun.; pp. 19-33
childhood & philosophy; v. 3 n. 5 (2007): jan./jun.; pp. 19-33
childhood & philosophy; Vol. 3 No. 5 (2007): jan./june; pp. 19-33
1984-5987
reponame:Childhood & Philosophy (Rio de Janeiro. Online)
instname:Universidade do Estado do Rio de Janeiro (UERJ)
instacron:UERJ
instname_str Universidade do Estado do Rio de Janeiro (UERJ)
instacron_str UERJ
institution UERJ
reponame_str Childhood & Philosophy (Rio de Janeiro. Online)
collection Childhood & Philosophy (Rio de Janeiro. Online)
repository.name.fl_str_mv Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)
repository.mail.fl_str_mv wokohan@gmail.com || wokohan@gmail.com
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