Este estudo apresenta resultados relacionados ao desenvolvimento de estratégias de gestão de sala de aula no âmbito da formação docente inicial pelo PIBID Artes Visuais do Instituto Federal - câmpus Palmas. Para a realização desta pesquisa foi feita uma intervenção usando a metodologia Vigotskyana e Bakthiniana da Clínica da Atividade (CLOT, 2007/2010), tendo como lócus as aulas da disciplina de Arte do Colégio Estadual Alto da Glória. Utilizando como método a autoconfrontação simples e cruzada (FAÏTA, 1996; CLOT, 2007/2010) verificou-se como problemática as adaptações que a dupla de professoras em formação envolvida realizava no seu trabalho docente. Para a fundamentação teórica deste trabalho apresentamos uma discussão entre a racionalidade técnico instrumental e o modelo da totalidade complexa (MORIN, 2005; RAYNALT, 2004; LEFF, 2010), trazendo a proposta da Clínica da Atividade como uma alternativa deste segundo modelo. Buscamos em Santos (1997/2010) a relação entre a Universidade e a escola pública; na Linguística de Bakhtin (2011/2016) mobilizamos os conceitos de conteúdo temático, construção composicional, estilo e arquitetônica; na Psicologia de Vigotsky (1998/2007) abordamos o conceito de zona de desenvolvimento proximal (ZDP); na Ergonomia de Guérin et al. (2004) abordamos os conceitos de trabalho prescrito e trabalho realizado também utilizados na atividade docente por Souza-e-Silva (2004). Para a análise dos dados produzidos nas aulas e nas sessões de autoconfrontação simples e cruzada, utilizamos além das teorias já citadas, o conceito de gestão de classe, aqui denominado gestão de sala de aula (GAUTHIER ET AL. 1998); a concepção de atenção como função psicológica superior (VIGOTSKY, 2001) e a perspectiva da discussão como forma de aprendizagem (PONTECORVO, 2005). A partir da análise dos dados constatou-se que mesmo em meio às adversidades da escola pública, as professoras em formação encontram alternativas de gestão de sala de aula, pensando em questões relativas à aprendizagem, como a atenção, a discussão, a apercepção e o interesse dos alunos em suas propostas. A observação dos dados traz ainda o PIBID como recurso capaz de tornar visível a precariedade da escola pública. O Programa possibilita ainda a capacitação dos professores iniciantes em situações práticas de ensino. Através da implementação da Clínica da Atividade foi possível observar uma mudança de racionalidade na forma como as docentes conduzem as suas aulas. Essa tomada de consciência e as críticas trazidas pelas professoras representam um indicativo de esforço por mudança e uma nova perspectiva para a escola pública. / This study presents results related to the development of classroom management strategies within initial educational formation by the Visual Arts PIBID Program at the Federal Institute of Paraná, campus Palmas. For the research an intervention was carried out, utilizing the Activity Clinic Methodology by Vigotsky and Bakhtin (CLOT, 2007/2010), taking place during the Art classes at the Colégio Estadual Alto Glória. Utilizing the simple and crossed self-confrontation method (FAÏTA, 1996; CLOT, 2007/2010) it was verified that the problem is the adaptations the pair of under formation teachers conducted in their work. For the theoretical foundation it is presented a discussion between rationalization through instrumental technique and complex totality mode (MORIN, 2005; RAYNALT, 2004; LEFF, 2010), presenting the Activity Clinic as an alternative for this second model. We searched for the relation between the University and the public school in Santos (1997/2010); in Bakhtin‟s linguistic (2011/2016) the concepts of thematic content, composition construction, style and architectonics; in Vigotsky‟s psychology (1998/2007), the concept of zone of proximal development (ZPD); in Guérin et al.‟s ergonomics (2004) the concepts of prescript work and real work that are also utilized in educational activity by Souza-e-Souza (2014). For the analysis of the data produced in the classes and in the simple and crossed self-confrontation, we utilized, besides the already mentioned theories, the concept of class management (GAUTHIER ET AL. 1998); the concept of attention as high mental function (VIGOTSKY, 2001) and the perspective of discussion as a way of learning (PONTECORVO, 2005). From the data analysis it is verified that even in the midst of public school adversities, the under formation teachers found management class alternatives, thinking of questions related to the learning process, such as the students‟ attention, discussion, apperception and interest on their proposes. The data observation shows the PIBID program as a resource capable of making the public school precariousness visible. The program also allows the training of new teachers in practical teaching situations. Through the implementation of Activity Clinic it was possible to observe a rationality change in the way the teachers conducted their classes. This raising of consciousness and the critics brought by the teachers represent an indicative of the effort for changing and for a new perspective for the public school.

Este estudo apresenta resultados relacionados ao desenvolvimento de estratégias de gestão de sala de aula no âmbito da formação docente inicial pelo PIBID Artes Visuais do Instituto Federal - câmpus Palmas. Para a realização desta pesquisa foi feita uma intervenção usando a metodologia Vigotskyana e Bakthiniana da Clínica da Atividade (CLOT, 2007/2010), tendo como lócus as aulas da disciplina de Arte do Colégio Estadual Alto da Glória. Utilizando como método a autoconfrontação simples e cruzada (FAÏTA, 1996; CLOT, 2007/2010) verificou-se como problemática as adaptações que a dupla de professoras em formação envolvida realizava no seu trabalho docente. Para a fundamentação teórica deste trabalho apresentamos uma discussão entre a racionalidade técnico instrumental e o modelo da totalidade complexa (MORIN, 2005; RAYNALT, 2004; LEFF, 2010), trazendo a proposta da Clínica da Atividade como uma alternativa deste segundo modelo. Buscamos em Santos (1997/2010) a relação entre a Universidade e a escola pública; na Linguística de Bakhtin (2011/2016) mobilizamos os conceitos de conteúdo temático, construção composicional, estilo e arquitetônica; na Psicologia de Vigotsky (1998/2007) abordamos o conceito de zona de desenvolvimento proximal (ZDP); na Ergonomia de Guérin et al. (2004) abordamos os conceitos de trabalho prescrito e trabalho realizado também utilizados na atividade docente por Souza-e-Silva (2004). Para a análise dos dados produzidos nas aulas e nas sessões de autoconfrontação simples e cruzada, utilizamos além das teorias já citadas, o conceito de gestão de classe, aqui denominado gestão de sala de aula (GAUTHIER ET AL. 1998); a concepção de atenção como função psicológica superior (VIGOTSKY, 2001) e a perspectiva da discussão como forma de aprendizagem (PONTECORVO, 2005). A partir da análise dos dados constatou-se que mesmo em meio às adversidades da escola pública, as professoras em formação encontram alternativas de gestão de sala de aula, pensando em questões relativas à aprendizagem, como a atenção, a discussão, a apercepção e o interesse dos alunos em suas propostas. A observação dos dados traz ainda o PIBID como recurso capaz de tornar visível a precariedade da escola pública. O Programa possibilita ainda a capacitação dos professores iniciantes em situações práticas de ensino. Através da implementação da Clínica da Atividade foi possível observar uma mudança de racionalidade na forma como as docentes conduzem as suas aulas. Essa tomada de consciência e as críticas trazidas pelas professoras representam um indicativo de esforço por mudança e uma nova perspectiva para a escola pública. / This study presents results related to the development of classroom management strategies within initial educational formation by the Visual Arts PIBID Program at the Federal Institute of Paraná, campus Palmas. For the research an intervention was carried out, utilizing the Activity Clinic Methodology by Vigotsky and Bakhtin (CLOT, 2007/2010), taking place during the Art classes at the Colégio Estadual Alto Glória. Utilizing the simple and crossed self-confrontation method (FAÏTA, 1996; CLOT, 2007/2010) it was verified that the problem is the adaptations the pair of under formation teachers conducted in their work. For the theoretical foundation it is presented a discussion between rationalization through instrumental technique and complex totality mode (MORIN, 2005; RAYNALT, 2004; LEFF, 2010), presenting the Activity Clinic as an alternative for this second model. We searched for the relation between the University and the public school in Santos (1997/2010); in Bakhtin‟s linguistic (2011/2016) the concepts of thematic content, composition construction, style and architectonics; in Vigotsky‟s psychology (1998/2007), the concept of zone of proximal development (ZPD); in Guérin et al.‟s ergonomics (2004) the concepts of prescript work and real work that are also utilized in educational activity by Souza-e-Souza (2014). For the analysis of the data produced in the classes and in the simple and crossed self-confrontation, we utilized, besides the already mentioned theories, the concept of class management (GAUTHIER ET AL. 1998); the concept of attention as high mental function (VIGOTSKY, 2001) and the perspective of discussion as a way of learning (PONTECORVO, 2005). From the data analysis it is verified that even in the midst of public school adversities, the under formation teachers found management class alternatives, thinking of questions related to the learning process, such as the students‟ attention, discussion, apperception and interest on their proposes. The data observation shows the PIBID program as a resource capable of making the public school precariousness visible. The program also allows the training of new teachers in practical teaching situations. Through the implementation of Activity Clinic it was possible to observe a rationality change in the way the teachers conducted their classes. This raising of consciousness and the critics brought by the teachers represent an indicative of the effort for changing and for a new perspective for the public school.

Orientador: Milton Jose de Almeida / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T08:36:23Z (GMT). No. of bitstreams: 1 Cortelazzo_PatriciaRita_D.pdf: 50490691 bytes, checksum: a0bb7922737a31ff71780b7bdf10f394 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa mostra como seria um dia de aulas na Academia Imperial de Belas Artes do Rio de Janeiro, através de documentos e obras que eram usados nas aulas e, também, outros textos e imagens que surgiram na memória de maneira hipotética, mas, que poderiam ter feito parte daquele universo. / Abstract: This research shows how a day of classes would be at the Imperial Academy of Arts in Rio de Janeiro, through documents and articles which were used in the classroom, and also other texts and images that emerged in the memory in a hypothetical way; but they could have been part of that universe. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Art educators and classroom teachers in the elementary schools are confronted with the challenge of helping children look critically at works of art and develop written and/or verbal skills to communicate their findings. It was the purpose of this study to determine the effectiveness of the conceptual learning technique of semantic webbing in teaching art criticism in the elementary classroom. The author revealed a significant difference of opinions between two sample groups and similarities between the variables of frequency of use, and familiarity of the webbing technique and its effectiveness in the classroom. The sample groups consist of elementary classroom teachers and art specialists who work with kindergarten and first grade children.

The purpose of this study was to describe the implementation, structure, content and outcome of an art-centered unit developed for 5th grade students. This unit was designed to be an example/model of specific tools and procedures that teachers can use in the art and general classroom to promote critical cultural consciousness, which is the ability to analyze both the covert and overt elements of a culture with the purpose of developing a holistic viewpoint that values the cultural heritages of self and others. The participants selected for this study were all the students in three 5th grade classes. The art-centered unit focused on three artists-Romare Bearden, Elizabeth Catlett and Charles White-under the theme "Respect and Homage." The research methods used in this investigation were qualitative. This study was written in a style that described the research design with its origins, organization and implementation. The implementation of the curricular unit developed for this study took place in the art and general classroom. Of particular interest in this study was the framework and structure of the art-centered unit, designed around two specific strategies utilized to promote critical cultural consciousness. One strategy in this unit was the identification of art-related or art-centered micro-cultures as an organizing framework for promoting critical, aesthetic inquiry of the selected works of art. Another important curricular strategy examined in this study was the utilization of personal and cultural value orientations for their role in developing cultural consciousness and critical aesthetic inquiry into works of art. Value orientations are common general issues or questions that we as people and as cultures apply various ranking patterns. Evidence of students' development of critical aesthetic inquiry into the focused works of art was documented and discussed, along with evidence of students' expanded understanding of art and culture. That evidence, added to students' personal, reflective ideas exhibited in the context of their personal art making, provided the record of students' growth in critical cultural consciousness used in this study.

Technology offers opportunities for museums to expand the ways in which cultural perspectives relevant to objects on display can be exchanged and understood. Multimedia content offered online in an environment with user input capabilities can encourage dialogue and enrich visitor experiences of museums. This action research project using narrative analysis was an effort to develop the use of web technology in museum education practice, with an emphasis on constructivist learning. Concepts including the visitor-centered museum and multiple narratives led the researcher to collaborate with a pre-service art teacher education classroom and a local Hindu community to create content that might better develop understandings of one museum's Hindu sculpture collection that are personal, cultural, and complex.

This qualitative inquiry explored how art educators might broaden their views of place through critical encounters with art, local visual culture, and working with older artists. I combined place-based (PB) education and intergenerational (IG) learning as the focus of an art education curriculum writing initiative with in-service art educators within a museum setting to produce PBIG art education. This study engaged art educators in cooperative action research using a multi-modal approach, including identifying and interviewing local artists to construct new understandings about local place and art to share with students and community. I used critical reflection in our cooperative action research by troubling paradoxes in local visual culture, which formed views of place including Indigenous cultures. Using Deleuze's Logic of Sense (LOS) theories of sense and event, enabled concept development through embracing the paradoxes of this research as sense producing. LOS theory of duration complements IG learning by clarifying the contributions of place and time to memory and experience. Duration suggests that place locates the virtual past, which is actualized through memories--one of the shared experiences of IG learning. Rethinking IG relationships as a sharing of experience and memory while positioning place as a commonality, dismantles ageist notions by offering alternatives to binary thinking about old and young. By triangulating participant data based on the extended epistemology of cooperative action research and Deleuze's pure event, I assess the credibility of participant learning. Critical reflection in cooperative action research combined with LOS theory is significant because the reflective aspect of action research aligns with Deleuze's pure event. Vital curricula and teacher praxes resulted when participants integrated localized experiences of place through older artists' memories and art.

No description available.

This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.

It is the fundamental insight of phenomenology that meaning is first and foremost - not something which we intellectually reflect on. It is not a product of the mind reworking raw, perceptual experiences. Rather meaning, and our connection to the world, are perceptual phenomena. Thus, to understand the ways in which children find meaning demands a turn toward perceptual experiences - how children see and feel. In this theoretical dissertation, I explore questions of perceptual experiences through a phenomenological framework that I refer to as the perceptual rite of passage (PRoP). The conceptual framework, which centers on attentiveness, labors to help us understand the ontology of perception for preadolescents and how meaning emerges through everyday encounters.