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2023-03-16T14:52:44Z2023-03-16T14:52:44Z20191216879https://doi.org/10.26843/ae19828632v12n12019p68a791982-8632http://hdl.handle.net/1843/50953https://orcid.org/0000-0001-9090-4633https://orcid.org/0000-0003-2421-6757Apresentamos neste texto a reflexão sobre aspectos da formação continuada de professores generalistas da Educação Infantil para o ensino de Arte na Rede Pública de Belo Horizonte. Para tanto, teceremos algumas considerações sobre a oferta do curso de aperfeiçoamento Educação Infantil, Infâncias e Arte, em 2013 e 2014, para professores de 11 secretarias municipais da capital e Região Metropolitana. A possibilidade da oferta surgiu a partir da parceria do Ministério da Educação e Cultura (MEC), do Fundo Nacional de Desenvolvimento da Educação (FNDE) e da Universidade Federal de Minas Gerais. O primeiro aspecto diz respeito ao objetivo do curso de desafiar, provocar, instigar o pensamento estético, a sensibilidade, a busca de novos significados e a construção de novas relações, estruturado a partir do conceito “saberes da experiência” (Larrosa, 2002). Buscamos uma ênfase na experiência estética, deixando claro aos professores que participariam de um curso que o princípio fundador do aprender/ensinar Arte passava pelo campo da experiência de criação das quatro linguagens: Plástico Visual, Dança, Música, Teatro. Era preciso contribuir para a formação estética docente pensando a experiência como um lugar de aberturas. Experiências que permitissem aos professores olharem para a Arte possibilitando ver as coisas existentes de modos diferentes, possibilitando a construção de diferenças interpretativas para dar ao mundo significados. Um corpo entendido como território do sensível, aquele que nos permite ser, ocupar espaços, fazer parte do mundo, construir sentidos, aprender, comunicar, dialogar e interagir numa totalidade integrada, sintetizada no que chamamos de corporeidade. Optamos neste artigo trazer experiências vividas por professoras, no contexto da disciplina Plástica Visual do Curso de Formação de professores. Dentro da proposta geral do curso, o tópico Linguagem Plástica Visual teve como objetivo de possibilitar as professoras de investir os seus processos de criação a partir da Arte Contemporânea. Para dar forma e sentido a essa experiência, adotamos como caminho metodológico o “ateliê biográfico de projeto,” inspirado em Christine Delory-Momberger (2006). A experimentação com diversos materiais expressivos abriu espaço para as narrativas de histórias de vida e formação estética que se configuraram como atravessamentos numa dimensão estética e formativa.We present in this text the reflection on aspects to the continuous formation of general education teachers of the Child Education for the teaching of Art in the Public Network of Belo Horizonte. To do so, we will make some considerations about the offer of the improvement course in Early Childhood, Childhood and Art, in 2013 and 2014, for teachers of 11 municipal secretariats of the capital and Metropolitan Region. The possibility of the offer came from the partnership of the Ministry of Education and Culture (MEC), the National Fund for Education Development (FNDE) and the Federal University of Minas Gerais. The first aspect concerns the objective of the course to challenge, provoke, instigate aesthetic thinking, sensitivity, the search for new meanings and the construction of new relationships, structured from the concept of “knowledge of experience” (Larrosa, 2002). We sought an emphasis on the aesthetic experience, making it clear to teachers who would take part in a course that the founding principle of learning / teaching Art passed through the field of experience of creating the four languages: Visual Plastic, Dance, Music, Theater. It was necessary to contribute to the aesthetic teacher training thinking the experience as a place of openings. Experiences that allow teachers to look at the Art making it possible to see existing things in different ways, allowing the construction of interpretive differences to give the world meaning. A body understood as territory of the sensitive, that which allows us to be, occupy spaces, be part of the world, construct senses, learn, communicate, dialogue and interact in an integrated totality, synthesized in what we call corporeality. We have chosen to bring experiences experienced by teachers in the context of the Visual Plastic Discipline of the Teacher Training Course. Within the general proposal of the course, the topic Visual Visual Language had the objective of enabling the teachers to invest their creative processes from Contemporary Art. To give shape and meaning to this experience, we adopt as a methodological path the “biographical design studio,” inspired by Christine Delory-Momberger (2006). The experimentation with several expressive materials opened space for the narratives of life histories and aesthetic formation that were configured as crossings in an aesthetic and formative dimension.porUniversidade Federal de Minas GeraisUFMGBrasilEBA - DEPARTAMENTO DE ARTES PLÁSTICASEBA - DEPARTAMENTO DE FOTOGRAFIAFAE - DEPARTAMENTO DE MÉTODOS E TÉCNICAS DE ENSINORevista @mbienteeducaçãoArte - Estudo e ensinoProfessores - FormaçãoProfessores de arteEducação de criançasArteAutobiografiaDocênciaAtravessamentos no e com o corpo: narrativas estéticas na docênciaCrossing in and with the body: aesthetic narratives in teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/702/639Rosvita Kolb BernardesAna Cristina Carvalho Pereiraapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/50953/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALAtravessamentos no e com o corpo.pdfAtravessamentos no e com o corpo.pdfapplication/pdf858408https://repositorio.ufmg.br/bitstream/1843/50953/2/Atravessamentos%20no%20e%20com%20o%20corpo.pdfb727d8675a8264297869860c5de0dfddMD521843/509532023-03-16 17:20:39.057oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-03-16T20:20:39Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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