Arte e formação de educadores: metodologia para compreender e dizer

Pós-graduação em Artes - IA

Projeto Açai: uma contribuição à formação dos professores indígenas no estado de Rondônia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Linguagens expressivas e a formação de professores para a educação infantil: um estudo de projeto pedagógico

Pós-graduação em Educação Escolar - FCLAR

The perspective of the teaching of arts projected by H. Gardner and the National Syllabus Parameters - (arts) of elementary school

In a concise way, the article reports part of the Master of Arts dissertation in Music entitled The meaning of the teaching of Arts in H. Gardner's perspective, presented in the IAUNESP [Arts Institute-State of Sao Paulo University] in 2008. Some considerations on the Statutory Law n. 11.769/08 were added to the original text. The produced research had an exploratory nature and a theoretical mark. Some texts by Howard Gardner, by the psychologist Eliane Leao, as well as the text of the National Syllabus Parameters-Art, from the Department of Elementary Education, served as a foundation for this article. The intended aim was to demonstrate to what extent the pedagogical proposition of the Arts Education projected by H. Gardner is similar to the one proposed by the National Syllabus Parameters, and which would the benefits be in this age group of an artistic sensitizing work for the development of the individual's personality.

As políticas de formação do arte educador no século XXI: o caso da UNESP no Estado de São Paulo

This paper deals with the training of art educators, focusing on the courses offered at public universities in the state of São Paulo, where, specifically the pedagogical approach of training curricula of grades offered at UNESP, campus of São Paulo and Bauru. In the current situation have been proposed, from training in undergraduate courses, new tasks and responsibilities to work teaching the teacher in order to develop this educational increasingly effective so as to ensure efficient productivity autonomous learner in the process cognitive development in basic education, the teacher being assigned the task of stimulating that process and manage situations of educational work as a way of systematizing knowledge. The research consisted of questioning whether that teacher training allowed contact with the educational resources necessary for teaching, under current conditions assigned by the neoliberal conjuncture educational work of art educator with a view to the formation of aesthetic sensibility of the students from the class working, privileged pupils of public schools, to contribute to establishing the apprehension about the pedagogical training of art educators to confront the reality school, considering the specificity of action of these teachers. Therefore we conducted a desk study of existing legislation and the National Curriculum Guidelines that guide teacher training, correlating them to Pedagogical Policy Projects and curricula of undergraduate courses in Arts Education and / or Visual Arts courses UNESP. The work of desk research, quantitative and analytical, refers strictly pedagogical part, amid restructuring curriculum established by the undergraduate courses in the periods 2003 to 2011, with the promulgation of the CNE/ CP nº. 9 / 2001 and the Resolution CNE/CP n.º 1/2002 and n.º 2/2002... (Complete abstract click electronic access below)

O sentido do ensino das artes na perspectiva de H. Gardner

Pós-graduação em Música - IA