O ensino de desenho no âmbito cultural e profissional na Amazônia amapaense

• Autor(a) principal: Dias, Ronne Franklim Carvalho
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10851
• topic: Ensino de desenho; Educação profissional; Professorartista; Amazônia amapaense; Educação da cultura visual; Drawing teaching; Professional education; Teacherartist; Amazon amapaense; Visual culture education; LINGUISTICA, LETRAS E ARTES::ARTES

This research discusses the teaching of drawing in the field of professional and technological education based on knowledge and teaching practices of teacher’s artists of the Candido Portinari professional school in the city of Macapá, State of Amapá. The field research was conducted through individual interviews and a focus group with eight collaborating subjects, four male and four female teachers. The study focused on topics related to the teaching function, artistic production and engagement in research relating experiences of cultural and environmental daily life in the Amapá Amazon. Guided by a qualitative perspective, the investigation uses an ethnographic and narrative approach that supports the methodological procedures and the analysis of the data produced in the field work. The theoretical framework is based on the principles of visual culture education, establishing a dialogical relationship with studies on everyday life and autobiographical narratives of teachers. Theoretical and methodological intersections open possibilities for examining and problematizing the teaching of drawing with a culturalist interface. These intersections call into question aspects of the aesthetic experience associated with the recognition of idiosyncrasies of the authors’ visual productions that are used for teaching and for artistic exhibitions. The results of the investigation indicate that the pedagogical use of images focuses on local visualities at the same time that they signal experiences involving collaborative practices of network learning as well as daily learning that are configured as continuing, identity and institutional training. Educational actions and mediation elements constitute modes of teaching that are interrelated, generating epistemological conflicts and convergences on ways of acting as teacher-artist in environments of the Amazonian cultural diversity.