Arte contemporânea na formação de professores [manuscrito]: um estudo com alunos da licenciatura em artes visuais da UFG
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Data
2009-04-28
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Universidade Federal de Goiás
Resumo
The way artifacts influence and are influenced by culture is a recurrent topic in the
contemporary scene. Images, toys and art works integrate such ideological
framework which impels behavior and contributes for an alienated consumption. To
educate in a context in which images seduce and attract for consumption invading
our daily life is one of the challenges of art teaching. Contemporary art has a
potential to give voice to students subjectivity and to promote dialogical, critical and
inclusive learning. This work investigates the way how six students, future teachers
three women and three men attending the Visual Arts Teaching Program at the
Visual Arts College of the Federal University of Goiás, understand and interrelate
with contemporary art images as their teaching object. Inspired on my observations
concerning the resistance to the use of these images in classrooms, this research
constitutes a sample of collected data that builds a net of point of views that
sometimes overcross, sometimes diverge, but, especially, reflect pedagogical, social
and cultural issues naturalized in the understandings and conceptions of those future
teachers. Developed through individual interviews and focal groups, this investigation
is oriented by a qualitative methodological perspective which considers images, talks,
silences, gestures and reactions as part of a critical and constructive analysis of
narratives that dialogue with visual culture
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Citação
VALENÇA, Kelly Bianca Clifford. Contemporary art in teacher education: A study with students from a
Visual Arts teacher training Program of the Federal University of Goiás.. 2009. 111 f. Dissertação (Mestrado em Processos e Sistemas Visuais, Educação e Visualidade) - Universidade Federal de Goiás, Goiânia, 2009.