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Resumo(s)
A educação artística na formação inicial dos professores em Portugal não tem acompanhado, na grande maioria das vezes, os avanços artísticos. Este estudo pretendeu investigar a pertinência da arte contemporânea na formação inicial de professores, enquanto conteúdo e ferramenta do pensamento pedagógico indo ao encontro dos seguintes objetivos: 1) recolher representações sobre a importância da arte contemporânea na formação de professores; 2) identificar as competências que a arte contemporânea promove na formação dos futuros professores; 3) identificar a postura do professor na operacionalização desta área. As conclusões mostram que os professores defendem que a arte contemporânea concorre para o perfil profissional do futuro professor, indo ao encontro de um conjunto de competências para o exercício da sua profissão e reconhecem a urgência em redefinir a prática artística na formação inicial de professores com vista a um ensino-aprendizagem consentâneo com a realidade atual.
Arts education in initial teacher training in Portugal does not have accompanied, in most cases, the artistic advances. This study aimed to investigate the relevance of contemporary art in initial teacher education, while content and pedagogical thinking tool by meeting the following objectives: i) collect representations about the importance of contemporary art in initial teacher training; ii) identify the skills that contemporary art promotes in future teachers formation; iii) identify the teacher’s stance in the operationalization of this area in initial training courses for teachers. This research focuses on a qualitative perspective. The results show that teachers recognize that contemporary art contributes to the professional profile of the future teacher, including a set of skills for the exercise of their profession and recognize the need to redefine artistic practice in initial teacher training with a view to teaching-learning in line with the reality lived today.
Arts education in initial teacher training in Portugal does not have accompanied, in most cases, the artistic advances. This study aimed to investigate the relevance of contemporary art in initial teacher education, while content and pedagogical thinking tool by meeting the following objectives: i) collect representations about the importance of contemporary art in initial teacher training; ii) identify the skills that contemporary art promotes in future teachers formation; iii) identify the teacher’s stance in the operationalization of this area in initial training courses for teachers. This research focuses on a qualitative perspective. The results show that teachers recognize that contemporary art contributes to the professional profile of the future teacher, including a set of skills for the exercise of their profession and recognize the need to redefine artistic practice in initial teacher training with a view to teaching-learning in line with the reality lived today.
Descrição
Palavras-chave
Educação artística Arte contemporânea Ensino-aprendizagem Formação de professores Art education Contemporary art Teaching and learning Initial teacher training
Contexto Educativo
Citação
Oliveira, M. (2017). (Re)pensar a Educação Artística na Formação Inicial dos futuros Professores. Revista Portuguesa de Educação Artística, 7, (1), 19-32.
Editora
Escola Profissional das Artes da Madeira, Eng.º Luiz Peter Clode