Diálogos sobre os processos formativos socioprofissionais do professor de arte no contexto da educação infantil do município de Serra/ES : um estudo de caso
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Data
2014-12-05
Autores
Sten, Samira da Costa
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Universidade Federal do Espírito Santo
Resumo
This study had as main objective to understand how the teaching work of art teacher mediated
by socio-professional training processes in the context of early childhood education in
municipality of Serra/ES is constituted. We seek in the particularity of art teacher mediating
processes that form and constitute him/her as a teacher. We defined specific objectives: to
analyze the constitution of teaching work of art teacher mediated by socio-professional
training processes; problematize the process of professional insertion of art teacher in the
context of early childhood education in municipality of Serra/ES and reflect on the specifics
of the work of art teacher with small children. And, therefore, we propose a qualitative
research, in which the methodological approach was through a case study in which we used as
methodological tools: field diary, semi-structured interviews and participant observation.
Concrete daily experiences and produced in theoretical and practical struggles that emerge on
a daily teacher of Art and in turn dialogue with its forming process were analyzed. In order to
understand the processes of teaching constitution in its totality in the context of early
childhood education in municipality of Serra/ES we open to dialogue and sensitive listening
teacher of Art and verify the echoes and resonances of formations promoted by educational
institutions and inter-relationships with peers in the constitution of their socio-professional
trajectory. We seek dialogues with the Pedagogy of Paulo Freire as teacher training, with the
socio-historical perspective of Lev. S. Vygotsky and the work of Antonio Nóvoa as well as
the research developed by Menga Lüdke and Claude Dubar to understand the teaching
professional socialization. The survey results point to the existence of continuing education,
but forged in a logical work installed in contradictions, since it does not take into account the
totality of social and professional events of art teacher leading with it a process of continuing
education lightened and deficit, built mostly through self-training process with only the
regents teachers and the work context as the production site; the results also show a temporal
fragmentation and veiled disciplining as a mischaracterization of the completeness of the
educational proposals of early childhood education, in order that through the presence of the
teacher of Art operates the logic of planning Regents of teachers from the time process / class.
However, the specifics of the work as a professional art teacher responsible for a portion of
broadening experiences and sensitive and aesthetic experiences of young children is
established, however professionalization suffers a process of continuing education deficit that
raises difficulties their occupational constitution and therefore his work. However, as a
contribution of this research emphasize the possibility of a concrete dialogue with those
teachers who now produce other knowledge and senses in kindergarten
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Palavras-chave
Formative processes , Teaching , Professor of art , Early childhood education , Professor de Arte , Processos formativos , Trabalho docente , Educação infantil