Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses

Detalhes bibliográficos
Autor(a) principal: Gondim, Janedalva Pontes
Data de Publicação: 2011
Outros Autores: Fernandes, Ângela Maria Dias
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/28311
Resumo: The article presents the results of a study developed at the graduate program in Education of the Federal University of Paraíba. The investigation had as its objective to analyze the social, political and ideological contradictions observable in the institutional documents on the education policies for teachers and for art teaching in the curricula of Pedagogy courses, making use, for this purpose, of theoretical and methodological principles of the critical discourse analysis. The analysis included the 2006 National Curriculum Guidelines for the Pedagogy course, the political-pedagogical projects of these courses at the public universities of Paraíba (Federal University of Paraíba - João Pessoa Campus, Federal University of Campina Grande - Campina Grande Campus, State University of Paraíba - Campina Grande Campus), and the syllabuses of the disciplines related to the teaching of art in these projects. Although these curriculum changes are recent, the study found decontextualized, conservative, and mistaken conceptions and models regarding teacher education and the meaning of art, demonstrating that there is still a long way ahead in the construction of curriculum proposals committed to the creative activity of the human being. Therefore, investing in the teaching of art and in the formation of the teacher-pedagogue would contribute both to enrich their human formation through the artistic production, and to stimulate the creative capacity of the students, as proclaimed by the defenders of an art teaching that points toward the diversity of the human being.
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spelling Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses Interrogações sobre políticas de formação e ensino de arte nos currículos dos cursos de pedagogia Políticas de formação docenteCurrículoEnsino de arteTeacher education policiesCurriculumArt teaching The article presents the results of a study developed at the graduate program in Education of the Federal University of Paraíba. The investigation had as its objective to analyze the social, political and ideological contradictions observable in the institutional documents on the education policies for teachers and for art teaching in the curricula of Pedagogy courses, making use, for this purpose, of theoretical and methodological principles of the critical discourse analysis. The analysis included the 2006 National Curriculum Guidelines for the Pedagogy course, the political-pedagogical projects of these courses at the public universities of Paraíba (Federal University of Paraíba - João Pessoa Campus, Federal University of Campina Grande - Campina Grande Campus, State University of Paraíba - Campina Grande Campus), and the syllabuses of the disciplines related to the teaching of art in these projects. Although these curriculum changes are recent, the study found decontextualized, conservative, and mistaken conceptions and models regarding teacher education and the meaning of art, demonstrating that there is still a long way ahead in the construction of curriculum proposals committed to the creative activity of the human being. Therefore, investing in the teaching of art and in the formation of the teacher-pedagogue would contribute both to enrich their human formation through the artistic production, and to stimulate the creative capacity of the students, as proclaimed by the defenders of an art teaching that points toward the diversity of the human being. O artigo apresenta os resultados de uma pesquisa desenvolvida no programa de pós-graduação em Educação da Universidade Federal da Paraíba. A investigação objetivou analisar as contradições sociais, políticas e ideológicas presentes nos documentos institucionais sobre as políticas de formação de professores e o ensino de arte nos currículos dos cursos de Pedagogia, utilizando para tal os princípios teóricos e metodológicos da análise crítica do discurso. Foram analisadas as Diretrizes Curriculares Nacionais para o curso de Pedagogia de 2006, os projetos político-pedagógicos desses cursos nas universidades públicas da Paraíba (Universidade Federal da Paraíba - Campus João Pessoa, Universidade Federal de Campina Grande - Campus Campina Grande, Universidade Estadual da Paraíba - Campus Campina Grande) e as ementas das disciplinas relacionadas ao ensino de arte desses projetos. Apesar de as mudanças curriculares serem recentes, encontraram-se concepções e modelos descontextualizados, conservadores e equivocados no que diz respeito à formação docente e ao sentido da arte, demonstrando que existe ainda um longo caminho a ser seguido na construção de propostas curriculares que estejam comprometidas com a atividade criadora do ser humano. Portanto, investir no ensino de arte e na formação do professor-pedagogo contribuiria tanto para o enriquecimento de sua formação humana, por meio da produção artística, como para a potencialização da capacidade criadora dos estudantes, conforme proclamado pelos defensores de um ensino de arte que aponte para a multiplicidade do ser humano. Universidade de São Paulo. Faculdade de Educação2011-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2831110.1590/S1517-97022011000300004Educação e Pesquisa; v. 37 n. 3 (2011); 497-512Educação e Pesquisa; Vol. 37 No. 3 (2011); 497-512Educação e Pesquisa; Vol. 37 Núm. 3 (2011); 497-5121678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28311/30165Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessGondim, Janedalva PontesFernandes, Ângela Maria Dias2014-10-24T15:49:53Zoai:revistas.usp.br:article/28311Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:49:53Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
Interrogações sobre políticas de formação e ensino de arte nos currículos dos cursos de pedagogia
title Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
spellingShingle Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
Gondim, Janedalva Pontes
Políticas de formação docente
Currículo
Ensino de arte
Teacher education policies
Curriculum
Art teaching
title_short Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
title_full Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
title_fullStr Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
title_full_unstemmed Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
title_sort Inquiries on teacher education policies and art teaching in the curricula of Pedagogy courses
author Gondim, Janedalva Pontes
author_facet Gondim, Janedalva Pontes
Fernandes, Ângela Maria Dias
author_role author
author2 Fernandes, Ângela Maria Dias
author2_role author
dc.contributor.author.fl_str_mv Gondim, Janedalva Pontes
Fernandes, Ângela Maria Dias
dc.subject.por.fl_str_mv Políticas de formação docente
Currículo
Ensino de arte
Teacher education policies
Curriculum
Art teaching
topic Políticas de formação docente
Currículo
Ensino de arte
Teacher education policies
Curriculum
Art teaching
description The article presents the results of a study developed at the graduate program in Education of the Federal University of Paraíba. The investigation had as its objective to analyze the social, political and ideological contradictions observable in the institutional documents on the education policies for teachers and for art teaching in the curricula of Pedagogy courses, making use, for this purpose, of theoretical and methodological principles of the critical discourse analysis. The analysis included the 2006 National Curriculum Guidelines for the Pedagogy course, the political-pedagogical projects of these courses at the public universities of Paraíba (Federal University of Paraíba - João Pessoa Campus, Federal University of Campina Grande - Campina Grande Campus, State University of Paraíba - Campina Grande Campus), and the syllabuses of the disciplines related to the teaching of art in these projects. Although these curriculum changes are recent, the study found decontextualized, conservative, and mistaken conceptions and models regarding teacher education and the meaning of art, demonstrating that there is still a long way ahead in the construction of curriculum proposals committed to the creative activity of the human being. Therefore, investing in the teaching of art and in the formation of the teacher-pedagogue would contribute both to enrich their human formation through the artistic production, and to stimulate the creative capacity of the students, as proclaimed by the defenders of an art teaching that points toward the diversity of the human being.
publishDate 2011
dc.date.none.fl_str_mv 2011-12-01
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.usp.br/ep/article/view/28311
10.1590/S1517-97022011000300004
url https://www.revistas.usp.br/ep/article/view/28311
identifier_str_mv 10.1590/S1517-97022011000300004
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/28311/30165
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 37 n. 3 (2011); 497-512
Educação e Pesquisa; Vol. 37 No. 3 (2011); 497-512
Educação e Pesquisa; Vol. 37 Núm. 3 (2011); 497-512
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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