Possibilities and limits of Art teacher education and school artistic education from the humanizing perspective
DOI:
https://doi.org/10.5212/PraxEduc.v.11i3.0022Abstract
This paper presents reflections on initial education of Art teachers, prioritized knowledge in the curriculum and demands of school artistic practice, resulting from research performed with teachers from Parana State Public Network (Brazil), especially graduates with Music Teaching Degrees. Questions on education in Teaching Degrees are addressed - musical practice, pedagogical studies, training and relationship with the school, strengths and weaknesses of the curriculum and school artistic practice - planning, content and methodologies, demands of students and managers for Art classes. The purpose of this analysis was to collate education by teachers whilst adhering to school’s demands, to discuss the challenges of teaching work in Art/Music in relation to different determinants that constitute it. Among other problems, data shows the difficulties for teachers in planning from the determinations of the Diretrizes Curriculares Estaduais - DCE (2009) (State Curricular Guidelines), which proposes actions within all artistic fields (Music, Theater, Dance and Visual Arts) and the effective practice with a view to the specific education in Music and Visual Arts Teaching Degrees. The resulting answers enabled problematization of the relationship between theory and practice of education/work of these teachers and pointed to the contradiction between artistic education as a pragmatic activity and the potentiality of aesthetic and humanizing education proclaimed by the Marxist perspective.
Keywords: Art Teaching Degree. Teacher education. Curriculum. School artistic practice.
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