PARANÁ OBSERVATORY: visual art degree curricular movement
Journal Title: Revista Espaço do Currículo - Year 2019, Vol 12, Issue 3
Abstract
The present study of visual art degree curricular movement originated from discussions on the artistic knowledge specificities in art teaching, according to critical-historical pedagogy (SAVIANI, 2003). The study focuses on the art teaching contribution in view of alienation and destructive and hostile power teachers face (MÉSZÁROS, 2006). Our study raises the following: Does the Visual Art degree curriculum proposed in Universidade Federal do Paraná –UFPR (Paraná Federal University) meet the required qualifications demanded from junior and high school art teachers? Is there harmony between specific and pedagogical artistic knowledge offered by the Visual Art degree (UFPR), the Education Department curriculum and the Junior Education contents? Our study sought to understand who is the “flesh and Blood” teacher by taking into consideration criticisms towards the trend of considering subjectivity “inside” and social and cultural contexts “out of” the individual (GONZALEZ REY, 2012). We found out that the aforementioned trend was expressed in a more descriptive academic degree project rather than in a project focusing on investigating the teachersubjective resources used to face day by day classroom situations, such as the institutionalized practice of having only one teacher working with all of art languages. At last, how the teacher disentangle specific art (what) and pedagogic (how) knowledge and what resulted from that amalgamation, seeing that school is sinking into increasingly adverse conditions in the present Brazilian context?
Authors and Affiliations
Consuelo Alcioni Borba Duarte Schlichta
Keywords
Related Articles
- EP ID EP683185
- DOI 10.22478/ufpb.1983-1579.2019v12n3.46193
- Views 208
- Downloads 0
THE CURRICULUM OF CHILD EDUCATION IN THE FACE OF THE GUIDELINES OF A APOSTILATED EDUCATION SYSTEM
Aiming to understand the participation of children in the construction of the curriculum of an institution of Early Childhood Education in Imperatriz-MA, this work is based on an inte...
O CURRÍCULO INTEGRADO E A PEDAGOGIA DA ALTERNÂNCIA: contribuições para a formação integral do sujeito
Este estudo tem a finalidade de apontar algumas contribuições do Currículo Integrado e da Pedagogia da Alternância para a formação integral do sujeito na EFAN –Escola Família Agrícola de Natalândia – MG. Possibilita comp...
ENVIRONMENTAL EDUCATION FROM AN INTEGRATIVE AND RESTORATIVE PERSPECTIVE: school curricula in the Amazon
Environmental Education policies are tailored to different contexts, many of which are a far cry from reality in the Amazon. However, it is in the school, through disputes and negotiations, that curriculum...
EDUCAÇÃO FILOSÓFICA DAS APRENDIZAGENS: (RE)CONSTRUÇÃO DE SABERES DOCENTES
Neste artigo, objetiva-se refletir acerca da relação existente entre educação filosófica e aprendizagem profissional docente. Para tanto, realizou-se uma pesquisa, de abordagem qualitativa, envolvendo estudos bibliográfi...
AS INFLUÊNCIAS DAS AVALIAÇÕES SOBRE A GESTÃO ESCOLAR E O TRABALHO DOCENTE NA PARAÍBA E PERNAMBUCO
Este artigo analisa os efeitos das políticas de avaliaçãoem larga escalasobre a gestão e a organização do trabalho nas escolas públicas dos estados daParaíba e de Pernambuco, que se destacampor realizarem...