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Previous issue date: 2010-05-03 / This paper aims to investigate the formative needs of Elementary School Arts
teachers at municipal public schools in Natal, Rio Grande do Norte, working in the
initial grades. The research was developed using the qualitative approach and the
investigation can be classified as an action research-inspired collaborative,
distinguished by mutual collaboration among all participants, as well as a reflection
upon their practice. Conducted with four Arts teachers of Municipal Education de
Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing
the teachers' formation and encouraging a group reflection about their academic and
professional path. Their motivation towards teaching was also discussed, as well as
the way their progress as Arts teachers and the contributions and limits of college
education, also including experiential knowledge as a possibility of formation. The
main formative needs suggested by the research were knowledge on child
development and child learning, and the need of an Arts curriculum proposal for the
initial grades of Elementary School. From those data, a reflexive context was built
with the participant teachers to give a new meaning to Arts teaching practice in the
first years of Elementary School. Finally, it was shown that the Arts teacher formation
must be broad and involve not only specific knowledge on Arts, but also knowledge
about childhood. It was also clearly shown that a curriculum review in education
undergraduate courses must be considered, besides the offering of a continual
formation to teachers already giving classes. Concerning the Arts curriculum
proposal, it should be done based on a work joining officials of Municipal Education,
research and formation institutions and teachers working in the first years of
Elementary School. Finally, the work highlights the Arts are essential in all levels of
Elementary School, since its first years, and it must be taught and learnt since
childhood / Este trabalho tem como objetivo investigar quais s?o as necessidades formativas
dos(as) professores(as) de Artes de escolas municipais de Natal/RN que atuam nos
anos iniciais do Ensino Fundamental. A pesquisa est? pautada na abordagem
qualitativa e a investiga??o caracteriza-se como uma pesquisa-a??o de inspira??o
colaborativa, marcada pela colabora??o entre todos os envolvidos e a reflex?o sobre
a pr?tica. Desenvolvido com quatro professoras de Artes da Rede Municipal de
Ensino de Natal/RN, o presente estudo oportunizou um (re)pensar acerca da pr?tica
docente em Artes, discutindo a forma??o das professoras e refletindo, juntamente
com elas, sobre o seu percurso acad?mico e profissional. Discutiu-se as motiva??es
para a doc?ncia e a forma como as professoras foram se constituindo professoras
de Artes, apresentando ainda as contribui??es e limites dos cursos de gradua??o e
abordando os saberes experienciais como possibilidade de forma??o. A pesquisa
apontou como principais necessidades formativas o conhecimento acerca do
desenvolvimento e da aprendizagem da crian?a e a necessidade de uma proposta
curricular de artes para os anos iniciais do Ensino Fundamental. A partir desses
dados, construiu-se um contexto reflexivo com as professoras colaboradoras na
perspectiva de ressignificar a pr?tica docente de Artes nos anos iniciais do Ensino
Fundamental. Ao final, conclui-se que a forma??o do professor de Artes deve ser
ampla e envolver n?o s? os conhecimentos a respeito da arte, mas tamb?m os
saberes relativos ? inf?ncia. Evidencia-se, tamb?m, que ? preciso pensar em
reformula??es curriculares nas licenciaturas, al?m da realiza??o de uma forma??o
cont?nua para os professores que j? est?o atuando na doc?ncia. Em rela??o ?
proposta curricular de Artes, defende-se que seja elaborada a partir de um trabalho
que integre representantes da Secretaria Municipal de Educa??o, das institui??es
formadoras e de pesquisa e dos(as) professores(as) que atuam neste n?vel da
Educa??o B?sica. Por fim, ressalta-se que a arte ? essencial em todos os n?veis do
Ensino Fundamental, desde os primeiros anos, devendo ser ensinada e aprendida
desde a inf?ncia.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14414 |
| Date | 03 May 2010 |
| Creators | Delgado, Samira Fernandes |
| Contributors | CPF:40692345434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6, Coelho, Pollyanna Jerico Pinto, CPF:18415881304, http://lattes.cnpq.br/2688608213187660, Campelo, Maria Estela Costa Holanda, CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Carvalho, Valeria Lazaro de, CPF:46752900787, http://lattes.cnpq.br/3105836389884284, Alves, Jefferson Fernandes |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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