O ensino de artes visuais na escola: desafios e ideais docentes.

Abstract

The present dissertation has its origin in the need to reflect on some aspects of art teaching in the school. The research problem is set "How do Arts teachers deal with the problematics of the profession regarding the challenges of teaching, the importance given to their craft, and the pursuit of their art teaching ideals? ". Therefore, the general objective of this research is to understand what are the realities and aspirations of the Visual Arts teachers of Pelotas about the exercise of their profession. To this end, a group of Primary School teachers from the city of Pelotas, RS, were invited to participate in the research through semi-structured interviews, where they could talk about their experiences in their school contexts and their perceptions about teaching and its challenges. Important researchers in Education and Art Education were authors for this dissertation. Such as Arroyo (2000), Morin (2015), Freire (2016), Nóvoa (2009), Tardif (2014), Shulman (2014), Dewey (2010), Duarte Júnior (2001), Iavelberg Ferraz and Fusari (2010). Through research, it was realized that the importance attributed to the teaching of art is understood by each teacher in his own way. This can therefore be related to a way of expression, reflection and perception about the reality and history of humanity. For the teachers interviewed, among the challenges of teaching in Art is the salary and subjective devaluation of the teacher who puts in check the value of his craft for society, a condition that is aggravated by being the discipline of Arts. Also challenging are the adaptation of academic knowledge to school instruction, the adaptation of Art teaching to the times, norms and spaces of the school and the little diversity of materials to work the classes. The intensification of working hours in various schools and the lack of preparation for the inclusion of people with disabilities in the classroom are some of the difficulties encountered. The teachers, therefore, live their roles integrally in their way of being and of teaching. They train their students and train teachers in the course of the educational process, which results in a new understanding of their craft, their identity and context. Thus, in the search for better conditions of teaching and valorization of Art, school and teaching.