Relationships between the terms culture and education are often taken for granted in educational research. This study challenges some of the taken for granted assumptions around the term culture in educational contexts, particularly in secondary language arts education. It examines these assumptions through an analysis of three debates from the contemporary culture wars in education. The implications of these debates on uses of the term culture in secondary language arts education are examined through Othello as a secondary school text. I am arguing that these debates, namely, on the literary canon, multicultural education, and cultural literacy, represent intractable conflicts over definitions of the term culture. In light of these conflicts, the aim of this study is to provide language arts educators with analytical tools for developing greater theoretical rigour when defining the term culture in language arts education. Drawing on recent theoretical writings on culture, concepts of cultural capital, cultural rights, and cultural reproduction are proposed as analytical tools. I then apply these to develop a methodological approach by which to structure my analysis of Othello as a school text. The study makes a theoretical contribution by bringing into sharper focus ways in which the ideological opposition between expressions of cultural right versus cultural left perspectives is articulated in language arts education, as well as illustrating that claims about culture in the canon debate reflect competing normative assumptions; in the multicultural education debate they reflect competing essentialist constructions; and in the cultural literacy debate they reflect competing empowerment goals. Such cultural debates have a long history and thus the study also situates the contemporary culture wars in education within a wider historical context by tracing related conflicts in the history of literary criticism on and performances of Othello over the past four centuries.

Children’s experiences are the cornerstone of all that matters in elementary schools. It is therefore the purpose of this study to shed further light into what those experiences might be, particularly as they are present in arts-infused education. Over a period of almost two school years I followed a group of primary grade students in and out of their classrooms at Central Arts Elementary School in an urban mid-Western Canadian school district. Through conversation, recordings, artwork, scripts, and visual images, as teacher-researcher-artist, I collected a series of moments that I believe best describes the nature of these students’ experiences in arts-infused education. Concepts of identity, place, imagination, and self were explored. I considered the lived curriculum of the classroom, and also the ways in which the children’s experiences with the arts resonated alongside my own artistic endeavours. The study is a multi-method inquiry informed by arts-based, narrative, and ethnographical research practices. There are elements of ethnodrama, in the ways in which some events are portrayed through scripted descriptions in a concluding chapter of the work. Children’s art, and the art of classroom life are revealed through both image and text. Puppets, masks, and a variety of other artistic media are brought forward for the purposes of consideration and discussion. In all, the work is unique in its attention to the words of children, and extended researcher engagement. Implications of the study include the importance of listening to children when they speak, continuing to offer the arts as pathways to greater awareness in schools, and considering children’s relationships as powerful mentoring experiences for one another.

Doctor of Philosophy / This arts-informed inquiry is grounded in the lived experiences of five self-proclaimed artists including the researcher, who have turned to careers in teaching at varying stages of their lives. The stories of their transitions and evolving identities as both artists and teachers provide the investigative focus for this study. Although this research is relevant to teachers more generally, it specifically focuses on those who have chosen to teach Visual Arts. Particularly suited to a postmodern, arts-informed inquiry, the diverse forms of knowing that create our everyday experiences are acknowledged. The researcher became the bricoleur who collaged the individual stories of the first year artist-teachers into an integrated work of art. This constructivist approach included the use of visual imagery to transcend linguistic description. Through artworks, photographs, a self-narrative and novelette, the multiple ways these early career Visual Arts teachers came to understand themselves and their journeys are explored. This study has the potential to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are discussed along with the notions of teaching as an art and the concept of resilience.

Relationships between the terms culture and education are often taken for granted in educational research. This study challenges some of the taken for granted assumptions around the term culture in educational contexts, particularly in secondary language arts education. It examines these assumptions through an analysis of three debates from the contemporary culture wars in education. The implications of these debates on uses of the term culture in secondary language arts education are examined through Othello as a secondary school text. I am arguing that these debates, namely, on the literary canon, multicultural education, and cultural literacy, represent intractable conflicts over definitions of the term culture. In light of these conflicts, the aim of this study is to provide language arts educators with analytical tools for developing greater theoretical rigour when defining the term culture in language arts education. Drawing on recent theoretical writings on culture, concepts of cultural capital, cultural rights, and cultural reproduction are proposed as analytical tools. I then apply these to develop a methodological approach by which to structure my analysis of Othello as a school text. The study makes a theoretical contribution by bringing into sharper focus ways in which the ideological opposition between expressions of cultural right versus cultural left perspectives is articulated in language arts education, as well as illustrating that claims about culture in the canon debate reflect competing normative assumptions; in the multicultural education debate they reflect competing essentialist constructions; and in the cultural literacy debate they reflect competing empowerment goals. Such cultural debates have a long history and thus the study also situates the contemporary culture wars in education within a wider historical context by tracing related conflicts in the history of literary criticism on and performances of Othello over the past four centuries.

110f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T14:49:12Z No. of bitstreams: 1 Dissertacao_Carla Mendes.pdf: 654590 bytes, checksum: 456846ec0dc1d16e2c11b727af6c9886 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-03T19:16:21Z (GMT) No. of bitstreams: 1 Dissertacao_Carla Mendes.pdf: 654590 bytes, checksum: 456846ec0dc1d16e2c11b727af6c9886 (MD5) / Made available in DSpace on 2013-05-03T19:16:21Z (GMT). No. of bitstreams: 1 Dissertacao_Carla Mendes.pdf: 654590 bytes, checksum: 456846ec0dc1d16e2c11b727af6c9886 (MD5) Previous issue date: 2002 / Trata-se de uma pesquisa propositiva teórico-prática para o tratamento dos temas transversais no ensino médio, com ênfase nas dimensões estética e ética, pela realização de oficinas teatrais e posterior montagem e apresentação de uma mostra cênica com os participantes. São sugeridos caminhos de ações educativas que permitam ao educando ressignificar o objeto de conhecimento de maneira criativa, reflexiva e prazerosa, levando-se em consideração as singularidades da adolescência, o espírito do tempo e as complexidades do mundo contemporâneo. Finalmente, esta proposta possui como princípio fundante, a perspectiva e a possibilidade concreta de uma Educação com a Vida, assim como, a necessidade premente de que professores e alunos estabeleçam uma parceria afetiva e efetiva, de desenvolvimento pessoal e coletivo, a fim de que transformações construtivas aconteçam na escola e no mundo. / Salvador

x, 83 p. : col. ill. / A growing body of research documents the benefits of learning in and through the arts, from academic achievement to personal efficacy. Federal law recognizes the arts as a core subject area for K-12 public schools, and Oregon content standards articulate sequential expectations of what all students should know and be able to do in the disciplines of music, theater, dance, and visual arts. Despite these statutory commitments, little is known about the actual condition of arts education in Oregon public schools. This study mines existing data from the Oregon Department of Education to: 1) establish baseline measures of access to arts education during the 2009-2010 academic year; and 2) identify relationships between access and other school characteristics such as geographic location, school type, and Title I designation. This study's findings hold significant implications for state policy, and its unique methodology can inform the wider field of arts education policy research. / Committee in charge: Dr. Jean Stockard, Chair; Dr. Terri Ward, Member; Dr. Lori Hager, Member

Made available in DSpace on 2016-08-03T16:16:23Z (GMT). No. of bitstreams: 1 Marcio Jose Demazo.pdf: 790714 bytes, checksum: 32503fa5dd7c935e45c04d4b8aaef47a (MD5) Previous issue date: 2011-04-14 / The sentence of an educator: "conductor, music has changed the life of this boy" was the element that prompted the development of this research. The questions that were raised upon this consideration contemplate aspects related to art education in Brazilian schools, collected from official data showing a reduced number of art educators face the law concerning mandatory teaching of music in all basic education since 2011 by the Law 11.769/08. The research was developed on the suspicion that teaching art in Brazilian schools has proved insufficient regarding the promotion of the student in relation to art making, culminating in low interest in the arts discipline, reflecting later on the formation of a small number of art educators who probably had its beginning of art education progress outside school. The purpose of this research is to assess the relevance of the arts discipline or arts education in the trajectory of the educational process of art educators in music. This research looks at the work of Barbosa (2008) and Snyders (2008) in order to understand the concepts inherent in the teaching of art, music, and the historical process of artistic language in Brazil. Aiming to raise items for the research were carried out interviews with art educators, with reference theoretical at Nóvoa and Finger (2010) also Bosi (1987). Chapter I presents considerations on the artistic and historical development of art education in Brazil. Chapter II deals with practical experiences related to aesthetic education. Chapter III explains the theoretical background on the methodology used. Chapter IV presents the life stories of three art teachers in music, while Chapter V presents the appropriate conclusions based on interviews with art educators. / A frase de uma educadora: maestro a música mudou a vida desse menino foi o elemento que instigou o desenvolvimento da presente pesquisa. Os questionamentos que se seguem a partir dessa constatação abordaram os aspectos inerentes ao ensino da arte nas escolas brasileiras, angariados a partir de dados oficiais que apresentam um reduzido número de arte-educadores frente a legislação pertinente à obrigatoriedade do ensino da música em toda a educação básica a partir de 2011 através da Lei 11.769/08. A pesquisa se desenvolveu diante da suspeita que o ensino da arte nas escolas brasileiras tem se mostrado insuficiente no que diz respeito a promoção do educando em relação ao fazer artístico, culminando com o baixo interesse pela disciplina artes, refletindo posteriormente na formação de um número reduzido de arte-educadores que provavelmente tiveram sua iniciação artística fora do ambiente escolar. Sendo assim interessou a esta pesquisa aferir a relevância da disciplina artes ou educação artística na trajetória formativa dos arte-educadores em música. A pesquisa utilizou como referencial teórico os dados expostos em Barbosa (2008) e Snyders (2008) visando compreender as concepções inerentes ao ensino da arte, da música, e o processo histórico da linguagem artística no Brasil. Visando angariar elementos para a pesquisa foram desenvolvidas entrevistas com arte-educadores, tendo como referência teórica Nóvoa e Finger (2010) além de Bosi (1987). O capítulo I apresenta considerações sobre o fazer artístico, e o desenvolvimento histórico do ensino da arte no Brasil. O capítulo II trata de experiências práticas relacionadas à educação estética. O capítulo III explicita a fundamentação teórica sobre a metodologia utilizada. O capítulo IV apresenta as histórias de vida de três arte-educadores em música, enquanto o capítulo V expõe as devidas conclusões fundamentadas nas entrevistas com os arte-educadores.

MATOS, Rosângela da Luz. Juventude, arte e poesia: a constituição histórica do CRIA – Centro de Referência Integral de Adolescentes. 2008. 173f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2008. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-21T11:40:29Z No. of bitstreams: 1 2008-TESE-RLMATOS.pdf: 1149031 bytes, checksum: c509ade374e5078e5c3735042dd6e6ec (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-21T13:19:03Z (GMT) No. of bitstreams: 1 2008-TESE-RLMATOS.pdf: 1149031 bytes, checksum: c509ade374e5078e5c3735042dd6e6ec (MD5) / Made available in DSpace on 2013-10-21T13:19:03Z (GMT). No. of bitstreams: 1 2008-TESE-RLMATOS.pdf: 1149031 bytes, checksum: c509ade374e5078e5c3735042dd6e6ec (MD5) Previous issue date: 2008 / This research was used in Method History (arch-genealogy), to learn the meanings of teaching practices and proposals offered to young people who are integrated into programs and / or educational projects in a non-school institution. The empirical field was the CRIA – Centro de Referência Integral de Adolescentes, an NGO working since 1994 with artistic training for young people 10-18 years of age in the city of Salvador. The procedures for doing file were executed by means of descriptive exercises, taking as reference documents, records of interviews, ethnographic observations and diaries made ​​over a year, with the activities of NGOs in the arts practiced. These exercises reinforced a narrative text in which CRIA is understood as an institution that exists from historicities local, regional and individual asserting the claim that educating through art is an argument that extends the meaning of life and puts, adolescents and young given the need to forge himself in relation to culture and the present. The education activities undertaken by NGOs have a handy reference of the city, theatrical experimentation, clown and poetry; implementation of policies of art and culture in the context of formal education and community which young people are linked. / Esta pesquisa se utiliza do Método Histórico, proposto por Michel Foucault, para conhecer o CRIA – Centro de Referência Integral de Adolescentes, ONG que trabalha, desde 1994, com formação artística para jovens, de 10 a 18 anos de idade, na cidade de Salvador. Os procedimentos de fazer arquivo foram executados por de meio de exercícios descritivos, tomando por referência documentos, registros de entrevistas, observações e diários etnográficos realizados ao longo de um ano, junto às atividades de artes praticadas na ONG. Esses exercícios consolidaram um texto narrativo no qual o CRIA é compreendido como instituição que existe a partir de historicidades locais, regionais e individuais afirmando a tese de que educar através da arte é um argumento que amplia os sentidos da vida e conduz adolescentes e jovens ao experimento de auto-criação de si, de seu laços com a cultura e com o presente. As ações de educação empreendidas pela ONG têm por referência práticas de cidade, experimentação teatral e poética e a implementação de políticas de arte e cultura no âmbito da educação formal de jovens. Neste sentido apresenta-se uma discussão sobre a juventude no terreno da historia social e no campo da sociologia, em especial a relação educação escolar e trabalho capitalista, bem como juventude e práticas de cultura com vistas a explicitar os nomes da juventude que a modernidade ocidental celebrou como verdadeiros. Finalmente apresenta-se um ensaio sobre a juventude que, inspirado em Nietzsche, procura pôr em cena diálogos da razão trágica a que o CRIA expõe os jovens que fazem formação em artes. Palavras chaves: Juventude; Arte; Educação; Método Histórico, Razão Trágica.

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-23T14:33:42Z No. of bitstreams: 1 DissertacaoPRONTA28.03.2015.pdf: 6104376 bytes, checksum: dbca7727e9dabe6edb4007d6ac6f1bb1 (MD5) / Approved for entry into archive by Elane Valverde Madureira (elaneval@yahoo.com.br) on 2018-08-24T15:26:53Z (GMT) No. of bitstreams: 1 DissertacaoPRONTA28.03.2015.pdf: 6104376 bytes, checksum: dbca7727e9dabe6edb4007d6ac6f1bb1 (MD5) / Made available in DSpace on 2018-08-24T15:26:53Z (GMT). No. of bitstreams: 1 DissertacaoPRONTA28.03.2015.pdf: 6104376 bytes, checksum: dbca7727e9dabe6edb4007d6ac6f1bb1 (MD5) / RESUMO Este mergulho na Arte-Educação, especificamente na Dança-Educação foi elaborado com a ajuda das práxis no ensino da dança pela autora desde os 15 anos de idade e dos estudos da Psicologia Humanista desenvolvida por Eric Berne na época da segunda guerra mundial que culminou na elaboração sistematizada da Teoria da Análise Transacional (AT). Esta teoria veio popularizar, nesta época, o conhecimento e reconhecimento de processos psicológicos inconscientes que norteiam a vida humana. Assim, utilizou-se nas práxis de nove dos dez instrumentos elaborados para a aplicação desta teoria como forma de descobrir-se bloqueios ou entraves psicológicos que impedem o dançarino, alunos do 3º Grau da Universidade Federal da Bahia, de seguirem um caminho otimizado na busca do conhecimento da profissão escolhida. Este estudo foi elaborado sob a coordenação da autora, de psicoterapeutas que cooperaram direta ou indiretamente no processo de conhecimento da Teoria, de uma Professora e Funcionária da Escola e de um grupo de alunos que se dispuseram a ajudar e a experimentar essa teoria que nos leva a descobrir comportamentos arraigados que bloqueiam o corpo que dança. Tendo trabalhado com esta Teoria e estudando-a através de cursos específicos na Clínica Bio’s e de seminários, particularmente por 4 anos consecutivos, a autora criou, com este grupo de pessoas, este experimento. / ABSTRACT This look into Art Education, specifically into Dance Education, relates to the praxis in teaching dance by the author carried out since she was 15 years old, and to studies in humanistic psychology developed by Eric Berne during the second world war that culminated in the systematic development of the theory of Transactional Analysis (TA). This theory came to popularize at that time the knowledge and recognition of unconscious psychological processes that guide human life. With university students of the Federal University of Bahia, we used the praxis of nine of the ten tools designed for the application of this theory as a way to discover if blockages or psychological barriers were interfering the dancer's capacity to follow an optimized path in the search for knowledge in their chosen profession. This study was prepared under the coordination of the author, with other psychotherapists, a teacher and a technician of the Dance School and a group of students who were willing to help and to experiment with this theory, in the attempt to discover ingrained behaviors that block the dancing body. The author created this study and experiment in conjunction with studies in courses at Bio’s Clinic and in seminars of TA for four consecutive years.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-03-21T21:36:39Z No. of bitstreams: 2 Tese - Pablo Petit Passos Sérvio - 2015.pdf: 6644320 bytes, checksum: 97ed5d5d51b286b798c5c675ff5a5cc6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-22T14:25:11Z (GMT) No. of bitstreams: 2 Tese - Pablo Petit Passos Sérvio - 2015.pdf: 6644320 bytes, checksum: 97ed5d5d51b286b798c5c675ff5a5cc6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-22T14:25:11Z (GMT). No. of bitstreams: 2 Tese - Pablo Petit Passos Sérvio - 2015.pdf: 6644320 bytes, checksum: 97ed5d5d51b286b798c5c675ff5a5cc6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis investigates the way visual art teachers pedagogically relate to the use of advertising images. Nine teachers in Goiania's municipal system participated as collaborators in the research. The methodological procedures used were observations, field notes and individual interviews. Based on Cultural Studies and principles of Visual Culture Education, this study adopts an epistemological approach that favors poststructuralist assumptions. It assumes that advertising images are relevant for a Visual Culture Education since they contribute to built and at the same time legitimize meanings that guide ways of perceiving, being and having dialogues with the world. The research opposes the prescription of content for the reason that it characterizes school submission to the university and indicate the need to identify and discuss the practices and aspirations that these teachers engage in their day-today teaching. Visual Culture Education highlights that today the visual arts teachers' challenge is not just work with images apart from those that are culturally considered art, but, especially, decide how to use them pedagogically. The research identifies, analyses, and discusses aspects of these teachers discourses and practices being able to produce questions for a Visual Culture Education. / Esta tese investiga o modo como professores de artes visuais se relacionam pedagogicamente com imagens de publicidade. Nove professores da Rede Municipal de Goiânia participaram como colaboradores da pesquisa. Observações, anotações de campo e entrevistas individuais foram os procedimentos metodológicos utilizados. Fundamentada nos Estudos Culturais e nos princípios da Educação da Cultura Visual, esta pesquisa assume posição epistemológica que privilegia pressupostos pós-estruturalistas. Este trabalho parte da convicção de que imagens de publicidade são relevantes para uma Educação da Cultura Visual porque contribuem para construir, ao mesmo tempo em que legitimam, significados que orientam modos de perceber, estar e dialogar com o mundo. Opõe-se à prescrição de conteúdos, pois tal atitude caracteriza uma submissão das escolas à universidade, apontando a necessidade de identificar e discutir as práticas e aspirações pedagógicas que estes professores perseguem no seu cotidiano docente. A Educação da Cultura Visual destaca que hoje o desafio dos professores de artes visuais não está apenas em trabalhar com imagens além daquelas socialmente legitimadas como arte, mas, especialmente, o modo de abordá-las pedagogicamente. A pesquisa identifica, analisa e discute aspectos de discursos e práticas desses professores produzindo questionamentos para uma Educação da Cultura Visual.