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Melina Coutinho Ferreira

 

REFERENCE: FERREIRA, Melina Coutinho. ARTE: UM ESTUDO EM REPRESENTAÇÕES SOCIAIS. 2016. 259 f. Universidade Federal de Goiás, 2016.

AUTHOR: Melina Coutinho Ferreira
TITLE: ART: A SOCIAL REPRESENTATIONS STUDY (ARTE: UM ESTUDO EM REPRESENTAÇÕES SOCIAIS)
ADVISOR: Prof. Dr. Rosely Ribeiro Lima
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DEFENSE DATE: 06/24/2016

ABSTRACT:

This research, of quantitative and qualitative nature, had as its main goal to locate and understand how the teachers who are acting in the discipline of Art in schools and also of those students who are in initial formation in the Pedagogy course, in Jataí, Goiás State, socially represent art and its educational process. The research problem is related to the context that surrounds the teaching of Art, from its obligation through Law N. 5692/71 to the present day, which provides dichotomous understandings about it. Firstly, a survey was carried out with the Departments of Education, Municipal and State, in the beginning of 2014 and 2015, to map the local reality regarding the teachers who work in the Art discipline. Subsequently, contact was made with the schools, so as to contact the teachers. Subsequently, the material collection phase was reached, at which time 28 working teachers were contacted through the use of the Free Word Association Technique (TALP) and a semi-directional interview to identify possible teacher social representations. Then, in the third phase of material collection, through TALP, 209 Pedagogy students were contacted. The statements at the interview moments were recorded, transcribed and analyzed in the light of the Social Representation Theory (TRS). The EVOC software was used to process the collected material using the free evocation technique. Relying on the TRS foundations, the Central Nucleus Theory (TNC) and the knowledge of Teacher Training and Art/Education areas, we elaborate our understandings considering the specificity of the collected materials. With the initial data understanding, it is understood the teacher social representation about art and its teaching is constituted by elements anchored in aesthetic judgment attributions and explanations that express the act of enjoying and practicing art in school. They also point to the importance of teaching centered on developing skills, abilities, creativity, imagination, socialization and critical thinking. And past school experiences produce in the constitution of social representations information that reflects and refracts historical development and the sense of art in (and outside) school. The data also show the image of the art teaching built by the subjects is divided into more than one dimension, expressing an idealized representation of a space in which learning and happy being must be present; one in which art is represented by a difficult reality; they enable the structuring of social representations about Art linked to social knowledge that, on one hand, comprises culture as art, on the other hand, part of the cultural  or sentimental understanding expression. This connection of elements favors the structuring of social representations linked to the values ​​established in the experience lived in a school discipline that carries the marks of a teaching that has not yet overcome its difficulties.

 

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