O ensino das artes visuais nos Anos Iniciais do Ensino Fundamental em uma escola de Bacabal/ Maranhão: compreensões e práticas pedagógicas
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Data
2024-12-05
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Strohschoen, Andreia Aparecida Guimarães
Horn, Cláudia Inês
Miorando, Tânia Micheline
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Resumo
A presente Dissertação derivou-se da pesquisa realizada em uma Escola de Bacabal – MA, a qual analisou como o Ensino das Artes Visuais é desenvolvido nos Anos Iniciais. Para tanto, o estudo teve como objetivo geral investigar como o Ensino das Artes Visuais é abordado nas turmas do 1º e 5º ano do Ensino Fundamental em uma escola da rede pública do município de Bacabal – MA. Com esse intuito, preconizouse como objetivos específicos, analisar como as Artes Visuais são entendidas pelas professoras e pela coordenadora pedagógica no processo educativo dos Anos Iniciais do Ensino Fundamental; e discutir como as Artes Visuais e seus elementos se fazem presentes nas Práticas pedagógicas das professoras; discorrer sobre a Formação de professores para o Ensino das Artes Visuais; e discutir o lugar das Artes Visuais no ambiente escolar e sua relação com os demais Componentes Curriculares. A sustentação teórica baseou-se nos autores Barbosa (2010), Modinger et al. (2012), Duarte Júnior (2003), Resnick (2020), Tardif (2014), Nóvoa (2017), Le Breton (2016), dentre outros, que contribuíram através de discussões e conceituações precípuas para a compreensão da temática salientada. Quanto aos procedimentos metodológicos, trata-se de uma pesquisa de abordagem qualitativa e descritiva. Possui como sujeitos da pesquisa, uma professora do 1° ano e uma do 5° ano, bem como a coordenadora pedagógica. Utilizou-se como ferramentas para a produção de informações, a entrevista semiestruturada e o diário de campo. As informações foram produzidas no período de 12/06 a 25/08, de 2023, nos turnos matutino e vespertino. As informações foram analisadas a partir da Análise Textual Discursiva, fomentada por Moraes e Galiazzi (2020). A partir disso, emergiram três categorias de análise, intituladas: Compreensão de Arte, Artes Visuais e suas variadas produções Artísticas no âmbito escolar; O Ensino de Arte e suas Linguagens no Planejamento escolar; e Formação de professores e o Diálogo das Artes Visuais e os demais Componentes Curriculares. Os resultados demonstraram que o entendimento sobre Arte e suas Linguagens, com enfoque nas Visuais, ainda está atrelado à complementaridade dos demais Componentes Curriculares, através das expressões Artísticas, como desenho, pintura e gravura. Por conseguinte, o estudo suscitou apontamentos necessários quanto à importância de reconhecer o lugar do Componente Curricular no Ensino, em virtude de averiguar que, apesar do enfoque das profissionais com relação ao Ensino das Artes Visuais inclinar-se para a exploração de sentimentos, também apreendeuse a partir das reflexões aspectos que demonstram as Artes Visuais enquanto Linguagem constituinte para a promoção de saberes. Todavia, a ausência de reflexões concernentes às especificidades ligadas a cada desdobramento foi um ponto que mereceu problematização, principalmente por compreender como o Ensino de Arte e suas Linguagens ainda é explorado sem o estímulo às habilidades que lhe formam. Logo, as Práticas educativas relacionadas às categorias da Arte não contemplam suficientemente a importância que elas possuem no Currículo escolar. Realça-se, ainda, a necessidade de se fomentar a Formação continuada, que de fato dialoga com as realidades educacionais, dentre elas, a de oferecer subsídios através de recursos, para que o Ensino da Arte mobilize as suas competências em prol do desenvolvimento integral dos alunos. Constatou-se também a ideia ainda reducionista atrelada ao Componente de Arte e suas Linguagens, o qual é utilizado com veemência nos demais Componentes, porém sem incentivar e instigar a sua relevância e seu domínio próprio. Desse modo, a relação da Arte com as outras áreas do conhecimento frisou a complementaridade em detrimento de enfatizar o protagonismo e os aspectos essenciais para a construção dos conhecimentos que este Componente possibilita.
This Dissertation derived from research carried out in a municipal school in Bacabal-Ma, which analyzed how the Teaching of Visual Arts is developed in the Initial Years. To this end, the study had the general objective: to investigate how the Teaching of Visual Arts is approached in the 1st and 5th year classes of Elementary School in a public school, in the municipality of Bacabal-MA. With this aim, the following specific objectives were recommended: analyzing how Visual Arts are understood by teachers and the pedagogical coordinator in the educational process of the Initial Years of Elementary School; Identify and discuss how Visual Arts and its elements are present in teachers’ pedagogical practices; Discuss the training of teachers for the Teaching of Visual Arts and discuss the place of Visual Arts in the school environment and its relationship with the other Curricular Components. The theoretical support was based on authors such as Barbosa (2010), Modinger et al. (2012), Duarte Júnior (2003), Resnick (2020), Tardif (2014), Nóvoa (2017), Le Breton (2016), among others, who contributed through discussions and key concepts to understanding the highlighted theme. As for the methodological procedures, this is a qualitative, field-type research, with the research subjects being a 1st and a 5th year teacher, as well as the pedagogical coordinator. The semi-structured interview and the field diary were used as instruments for producing information. The information was produced from 06/12 to 08/25, 2023, in the morning and afternoon shifts. The information was analyzed using Discursive Textual Analysis, promoted by Moraes and Galiazzi (2020). Three categories of analysis emerged, entitled: Understanding Art, Visual Arts and their varied artistic productions in the school environment; The Teaching of Art and its Languages in School Planning and Teacher Training and The Dialogue of Visual Arts and other Curricular Components. The results demonstrate that the understanding of Art and its Languages, with a focus on Visuals, is still linked to the complementarity of the other curricular Components, through Artistic expressions, such as drawing, painting and engraving. Therefore, the study raised necessary notes regarding the importance of recognizing the place of the Curricular Component in Teaching, by virtue of finding out that, despite the focus of professionals in relation to the Teaching of Visual Arts leaning towards the exploration of feelings, they also learned based on reflections, aspects that demonstrate Visual Arts as a constituent Language for the promotion of knowledge. However, the lack of reflections regarding the specificities linked to each development was a point that deserved to be problematized, mainly for understanding how the Teaching of Art and its Languages is still explored without stimulating the skills that form them. Therefore, educational practices related to the categories of Art do not even remotely contemplate the importance they have in the school Curriculum. It is also highlighted the need to promote continued training that actually dialogues with educational realities, among them, to offer subsidies through resources, so that Art Teaching mobilizes its skills in favor of the integral development of students. It was also noted that the idea is still reductionist to the Art Component and its Languages, vehemently conferring it on the Practices of the other Components, however, without encouraging and instigating its relevance and its own domain. In this way, the relationship of this Language with other areas of knowledge highlighted complementarity, to the detriment of emphasizing the protagonism and essential aspects for the construction of knowledge, which this Component makes possible.
This Dissertation derived from research carried out in a municipal school in Bacabal-Ma, which analyzed how the Teaching of Visual Arts is developed in the Initial Years. To this end, the study had the general objective: to investigate how the Teaching of Visual Arts is approached in the 1st and 5th year classes of Elementary School in a public school, in the municipality of Bacabal-MA. With this aim, the following specific objectives were recommended: analyzing how Visual Arts are understood by teachers and the pedagogical coordinator in the educational process of the Initial Years of Elementary School; Identify and discuss how Visual Arts and its elements are present in teachers’ pedagogical practices; Discuss the training of teachers for the Teaching of Visual Arts and discuss the place of Visual Arts in the school environment and its relationship with the other Curricular Components. The theoretical support was based on authors such as Barbosa (2010), Modinger et al. (2012), Duarte Júnior (2003), Resnick (2020), Tardif (2014), Nóvoa (2017), Le Breton (2016), among others, who contributed through discussions and key concepts to understanding the highlighted theme. As for the methodological procedures, this is a qualitative, field-type research, with the research subjects being a 1st and a 5th year teacher, as well as the pedagogical coordinator. The semi-structured interview and the field diary were used as instruments for producing information. The information was produced from 06/12 to 08/25, 2023, in the morning and afternoon shifts. The information was analyzed using Discursive Textual Analysis, promoted by Moraes and Galiazzi (2020). Three categories of analysis emerged, entitled: Understanding Art, Visual Arts and their varied artistic productions in the school environment; The Teaching of Art and its Languages in School Planning and Teacher Training and The Dialogue of Visual Arts and other Curricular Components. The results demonstrate that the understanding of Art and its Languages, with a focus on Visuals, is still linked to the complementarity of the other curricular Components, through Artistic expressions, such as drawing, painting and engraving. Therefore, the study raised necessary notes regarding the importance of recognizing the place of the Curricular Component in Teaching, by virtue of finding out that, despite the focus of professionals in relation to the Teaching of Visual Arts leaning towards the exploration of feelings, they also learned based on reflections, aspects that demonstrate Visual Arts as a constituent Language for the promotion of knowledge. However, the lack of reflections regarding the specificities linked to each development was a point that deserved to be problematized, mainly for understanding how the Teaching of Art and its Languages is still explored without stimulating the skills that form them. Therefore, educational practices related to the categories of Art do not even remotely contemplate the importance they have in the school Curriculum. It is also highlighted the need to promote continued training that actually dialogues with educational realities, among them, to offer subsidies through resources, so that Art Teaching mobilizes its skills in favor of the integral development of students. It was also noted that the idea is still reductionist to the Art Component and its Languages, vehemently conferring it on the Practices of the other Components, however, without encouraging and instigating its relevance and its own domain. In this way, the relationship of this Language with other areas of knowledge highlighted complementarity, to the detriment of emphasizing the protagonism and essential aspects for the construction of knowledge, which this Component makes possible.
Descrição
Palavras-chave
Arte Visuais; Ensino; Práticas; Fundamenta; Visual Art; Teaching; Practices
Citação
LIMA, Laise Katiane Alencar. O ensino das artes visuais nos Anos Iniciais do Ensino Fundamental em uma escola de Bacabal/ Maranhão: compreensões e práticas pedagógicas. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 abr. 2024. Disponível em: http://hdl.handle.net/10737/4597.