O ensino de arte de um Instituto Federal do Rio Grande do Sul : desafios do currículo integrado

Abstract

The objective of this research is to get to know the teaching knowledge and the training paths of art teachers in Basic, Professional, Technical and Technological Education - EBPT working at a Federal Institute of Science and Technology Education. It also aims to understand the representations of teaching and educational practices of art teachers working in this context. In view of this purpose, the question arises: what are and how are the teaching knowledge and the training paths of art teachers working in the Technical Courses of a Federal Institute of Professional, Scientific, Technical and Technological Education? In this mapping, we sought to outline some categories of these conceptions identified in the study and their possible impact on teaching and learning. The methodology was based on the

procedures of the qualitative approach. Data collection took place through semi- structured interviews and documentary analysis of teaching plans. The analysis and

interlocution of the data took place through Categorical-thematic Content Analysis. Teachers are trained in specific areas of art such as Music and Visual Arts, but there is still the notion of multipurpose teaching of art that makes these teachers exercise their teaching in different areas such as Visual Arts, Music, Dance and Theater. Teachers say that in relation to the context of pedagogical practice the importance of relating art to the world of work, however they report the lack of space and appreciation of art, as there is a technicist image of it and a restricted and utilitarian view of work. Regarding the meanings of teaching in art, teachers demonstrate values related to the transformation of education and responsibility to students. According to the reports, teachers feel valued in relation to teaching in the context of Federal Institutes, but they do not feel the same condition valued for teaching art, due to a positivist bias in the curriculum and the institution being acclimated by the imagery of extreme rationality (CASTORIADIS, 1982). In relation to the imaginary and the Instituted meanings, teachers mobilize their knowledge and practices in the change to an Instituary Imaginary. The educational practices of art in professional education are based on the relationship between theory and practice, the use of Ana Mae Barbosa's (2007) triangular approach, research and work projects with students, there is also a movement of pedagogical practices throughout meeting of curricular integration. Art plays an important role in human formation, such as culture, creativity, critical thinking and aesthetic experience. It is essential that professional education always mobilize itself to raise awareness of aesthesis, that is, the faculties of feeling and perceiving the world in other ways. There was a need for ongoing training for teachers in the context of professional and technological education in order to have more discussions and referrals about art teaching and to strengthen demands in relation to the integrated curriculum.There was a need for ongoing training for teachers in the context of professional and technological education in order to have more discussions and referrals about art education and to strengthen the demands in relation to the integrated curriculum.