Dissertação
As representações sociais do professor de artes visuais no ensino médio e sua relação com a construção do conhecimento artístico do aluno
Fecha
2008-04-14Registro en:
DALLA VALLE, Lutiere. The visual arts professor s social representations in high school teaching and their relation with the construction of the student s artistic knowledge. 2008. 115 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008.
Autor
Dalla Valle, Lutiere
Institución
Resumen
This research was developed in the Education Research and Arts Programme of Postgraduate
Education field at the Federal University of Santa Maria/RS, with the main objective of analyzing how
the Social Representations of Arts Professor in high school teaching are related to the construction of
the student s artistic knowledge. The survey was developed in six high schools in the Santa Maria -
three public schools and three private ones. The collected data were characterized by semi structured
interviews that were analyzed in accordance with the ideas of BARDIN (1979), like content analysis.
Intending to discuss and analyzing the present conflicts in the relation teaching/learning, the research
was conducted through qualitative approach, with exploratory character, using the Social
Representations Theory proposed by MOSCOVICI, (1978 and 2003) and complemented by authors
such as JODELET, (1984 and 2001); GUARESCHI & JOVCHELOVITCH, (1995); WOOD, ( 2000); SÁ,
(1998); SPINK, (1995), among others, and in the fields of art and education, subsidized by theorists
who work with different approaches regarding the construction of knowledge in visual arts, such as
BARBOSA, (1998, 2002 and 2005); HERNÁNDEZ, (1998, 2000, 2005 and 2007); PILLAR, (2001);
SANCHO, (2006), among other authors. Thus, through the reports of the interviews we found that the
representations attributed to a Visual Arts professor, by himself/herself and by his/her students,
present some differences and convey stereotyped aspects in their constitution. The Social
Representations and their ability to influence the relations of learning have become evident by the
teaching action contextualization ruled by criteria and social models, valorative issues and powers of
acquisition.