Tese
Almanach da aventura da formação de um desenhista professor
Fecha
2016-04-20Registro en:
DALMAZZO, André Krusser. ALMANACH DA AVENTURA DA FORMAÇÃO DE UM DESENHISTA PROFESSOR. 2016. 144 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2016.
Autor
Dalmazzo, André Krusser
Institución
Resumen
The present research is an autobiographical and experimental one
made up of narratives in the form of almanack ephemera when I
took the adventurous plunge of moving myself among fragmented,
disconnected and various experiences in order to nd out which
experiences could be seminal for teaching management. Within this
perspective, I chose sensitive perspective as the main thread of this
doctoral trajectory. Therefore, the thesis is that everyday sensitive
experiences, crisscrossed by the imaginary and aesthetics, are
elements that should be taken into account when dealing with
developing teaching management at a teacher's management
course and throughout teachers' professional lives. In order to
narrate my personal life history as a teacher, I took as main
references the theory of the social imaginary by Cornelius
Castoriadis, aesthetics in teaching by Nadja Hermann and life
history by Gaston Pineu and Jean-Louis Le Grand. Through these
perspectives and within the context of varied experiences, I noticed
creation as a narrative under development that needs imagination
and spontaneity in order to produce singular experiences and
pieces of knowledge. Also, these singularities, which were
perceived through the crisscrossings of the imaginary and
aesthetics, allowed me to look at research and teaching
management under a new perspective, as a place where sensitive
creations, autonomous experimenting of reection and re-signing
of experimental processes and learning crisscrossed. Finally,
within this perspective, the importance of knowledge produced
from the crisscrossings of the imaginary, expressed through an
asser tive and groundbreaking autobiographical narrative,
aesthetics and sensibility becomes explicit not only for Design but
for teaching as well since they can generate, among other aspects,
the singular perception of subjects and the discovery of new and
authentic pieces of knowledge which can become ways of
adventure to develop new or different teaching / learning
approaches and researches concerning teaching management.