As artes visuais na formação e ação de professores – anos iniciais: um olhar no curso de Pedagogia – CE/UFSM

Abstract

This study is inserted in the area of research “Education and Arts” under the theme “Teaching Knowledge, Formation and Professionalization in the Teaching of Visual Arts” from PPGE – CE/UFSM. It was originated from a research on the History of Art in schools, making evident the necessity of reviewing the initial formation of the Pedagogue – Early Years as related to the teaching of Visual Arts on the Course of Pedagogy from UFSM/RS. The objective was thinking critically about how the initial formation of the teacher of the early years occurs as related to the Teaching of Visual Arts, having in perspective his/her actuation on the Primary School in the supervised traineeship, eliciting discussions about the actual formation and the actions of the future professionals on Education from the Course of Pedagogy CE/UFSM. Thus, we used a qualitative, descriptive and interpretative approach in the dialectic perspective, since we understood the importance of the totality of the phenomenon in study and its contradictions. The collecting of data was performed by means of documental analysis, observations, field diaries, semi-structured interviews with academicians and with the teachers working on college teaching. The subjects of research were academicians from the 5º semester from the Course of Pedagogy – early years and two teachers with a degree in Visual Arts, who worked during the 1º semester of 2002 on the teaching of visual arts on the to which we have referred. Thus, the space of research was first the Laboratory for the Teaching of Fine Arts/CE/UFSM and, second, the classrooms from municipal and state schools where the academicians performed their educational practice. It was noticed that the initial formation of teachers on the course of Pedagogy from UFSM, as referring to the teaching of visual arts, presents gaps and positive aspects that are described in this investigation. This is the reason why the initial formation must look for a theoretical-practical basis in a more contemporary pedagogic theory, there inserting the pedagogic theory and a post-formalist theory of arts, thus overcoming a teaching that is ruled basically on the theory and practice on the perspective of the teaching of visual arts under a modern view. Then, the initial formation needs reflection and deepening on what refers to the repertory of knowledge, especially teaching knowledge – of visual arts as well as on the other pedagogic and curricular knowledge. Still, the academicians bring along with them stereotypes and models of how to teach and how to be a teacher of arts, basing themselves on their school life and their experiences on Arts. It was verified that these “models” were incorporated by the academicians, whose predominant tendency is the traditional, with its techniques and applications, and/or on the New School tendency, which made use of free-expression for the sake of free-expression. The inclusion of the Methodology for the Teaching of Fine Arts on the Curriculum for Activities took place during the 80’s, originated from the curricular reform of the course, in 1984, remaining the same up to the present moment. It is inferred that each context presented a theoretical-practical structure of formation related to knowledge. Hence, pedagogically it remained practically unmodified. There is not a contemporary pedagogic culture turned to the differences. We concluded that the time destined for the teaching of the subject in the initial formation in college (Course of Pedagogy – UFSM) too limited (60 hours) in order to learn the subject knowledge and have the understanding of the pedagogic knowledge to the teaching of Visual Arts, as well as to experience theoretically and methodologically the knowledge of Arts in the classroom.