O programa de residência pedagógica: experiências e subjetividades a partir de práticas disruptivas na formação de professores(as) de artes visuais
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Data
2021-11-09
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Universidade Federal de Goiás
Resumo
This work starts from my participation in the Pedagogical Residency Program, Subproject Art, to establish a relationship between the notion of experience, proposed by the Spanish educator Jorge Larrosa, and disruptive educational practices. In addition to Larrosa, authors are mentioned in the text as: Paulo Freire, Sara Dias-Trindade, Ailton Krenak, Manoel de Barros and Cris Pizzimenti. The research context is the Emergency Remote Teaching, period in which there were sudden changes in educational practices. The study took place through an autobiographical research complemented by an interview with four program participants. The
interview included a questionnaire of twenty-one questions and an analysis of the answers. The target audience of the questionnaire was residents of the Pedagogical Residency Program, also from the Licentiate Degree in Visual Arts, distance and on-site modality, at the Faculty of Visual Arts — Federal University of Goiás. From the analysis of the responses, it was possibleto prove how the program was felt and experienced by colleagues, in the practical and theoretical scope, relating subjective aspects of learning to active methodologies.
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Programa de residência pedagógica, Experiência, Ensino de artes visuais, Metodologias ativas, Ensino remoto, Pedagogical residency program, Experience, Teaching of visual arts, Active methodologies, Remote teaching
Citação
ROSA, Islene da Silva. O programa de residência pedagógica: experiências e subjetividades a partir de práticas disruptivas na formação de professores(as) de artes visuais. 2021. 53 f. Trabalho de Conclusão de Curso (Graduação) - Faculdade de Artes Visuais, Universidade Federal de Goiás, Goiânia, 2021