As implicações das políticas educacionais na formação do professor de Artes Visuais do ensino médio

Abstract

This research is based on the life story of two high school teachers of visual arts who work in two different public schools in Santa Maria – RS. It is characterised as sociological research, it presents ethnographic and phenomenological features, a qualitative approach and it focuses on the teacher’s case study, including aspects of teachers training and identity. The implications of the educational policies on the training of those teachers is analysed, as well as their expression on the pedagogical action on the Art teaching. The teaching practices are a reflex of the empirical knowledge plus academic training made on the institutions managed according to current Public Policies. It can be seen the influence of international regulation mechanisms, which homogenise the docent action imposing rules and suffocating ideals. This way, his project approaches the “being a teacher” while mediator of the culturally built art knowledge, since the teaching action is permanently (re)constructed under the influence of social relationships. To gather the data it was used: life stories, participant observation, field diaries, document analysis and semi-structured interviews. So far, it can be seen the “memory” aspect has influenced on the subject’s professional choices, therefore they are reflected on their pedagogical practice. On the other hand, Educational Policies are seen through different views: when teaching, the “feeling” expresses what they intend to. The teacher’s critical-reflexive conscience raises from their own life stories. Thus, the educational concepts and perspectives presuppose the education and the professional training the teachers have built throughout their lives.