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Master's Dissertation
DOI
10.11606/D.27.2013.tde-27022014-162428
Document
Author
Full name
Lívia Seber van Kampen
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2013
Supervisor
Committee
Rizzi, Maria Christina de Souza Lima (President)
Ferrari, Elly Aparecida Rozo Vaz Perez
Mattar, Sumaya
Title in Portuguese
Memórias escolares e formação de professores: um olhar sobre experiências de arte-educadores de Campinas
Keywords in Portuguese
arte-educadores
Experiências de vida
formação de professores de arte
Abstract in Portuguese
Esta dissertação tem como objetivo analisar a relação que arte-educadores fazem entre suas experiências formativas e atuação profissional. Para isso, discutiu-se o conceito de experiência trazido por Dewey (1974), Larrosa (2001) e Josso (2010). Entrevistamos quatro professores de Artes da região de Campinas acerca de sua formação inicial, formação continuada, prática docente, experiências formativas e vivências escolares. Abordando essas narrativas pessoais com o método do Image Watching (OTT, 1997) discorremos sobre as falas de professores, encontrando semelhanças e diferenças. Articulando as narrativas com a bibliografia estudada, propomos uma reflexão acerca das vivências destes professores, sujeitos das experiências relatadas. Além de uma autorreflexão sobre as práticas de cada arteeducador.
Title in English
Days Memories and the formation of teachers: a look over the experiences of art educators in Campinas
Keywords in English
art educators
formation of art teachers
life experiences
Abstract in English
The aim of this thesis is to analyze the relations set by the art educators between their formative experiences and their professional performance. In order to reach this goal, it was discussed the notion of experience brought by Dewey (1974), Larrossa (2001) and Josso (2010). We interviewed four Art teachers, who live in the Campinas surroundings, about their initial formation, their continuous formation, their work as teachers, their formative experiences and their school experiences as well. By approaching those personal narratives using the Image Watching methodology (OTT, 1997), we narrated the teachers' ways of speaking and we were able to find similarities and differences. After we articulated the narratives with the bibliography studied, we would like to propose a reflection about the life experiences of the referred to teachers, who are the main subjects of the experiments narrated hereby, as well as a self reflection on the practices of each art educator.
 
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Publishing Date
2014-03-07
 
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