Eco das vozes da escola: a narrativa de professores sobre o ensino de arte no município de Caucaia

Abstract

This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001. It is a Master's thesis in Arts, developed with two Art teachers from the municipality of Caucaia, Ceará, both male and with academic training in Literature. We have as a general objective to know the teaching habitus of Art teachers from Caucaia without specific academic training, analyzing the impacts of the training and experiences of teachers in Art Teaching, knowing the methodologies used by teachers for Art Teaching through their narratives life and verifying the sense of legitimacy to teach the discipline by them. It begins by discussing the specificities that permeate Art Teaching and the work of art educators, as well as the history of Art Teaching based on the concepts exposed by Barbosa (2010), Duarte Júnior (2002), Osinski (2001) and Fusari and Ferraz (1993). Then, the various types of knowledge that constitute teaching are discussed, using the theoretical reflections of the French sociologist Pierre Bourdieu (2008; 2015) and Tardif (2014). The methodology to be applied runs through the concepts of the (auto) biographical approach based on the theoretical assumptions Nóvoa (2007), Josso (2010), Delory-Momberger (2008) and Lane-Bayle (2008), using data generation as an instrument the narrative interview based on the systematization of Jovchelovitch and Bauer (2002) and for the analysis of the collected data we use Shcutze's proposal also presented by the authors. The triggering question used in the narrative interviews was: How was art present in your life? And how does this articulate with your classroom practice when teaching Art? The informants mentioned school, Higher Education and their teaching practice as the main institutions. It was found that the embedded habitus of Art Teaching still engenders past practices based on the textbook and / or activities where the codes of art remain distant and empty; that teachers have their narratives marked by absences in art in the school trajectory; that both do not feel entitled to teach Art, due to the lack of academic training and unconsciously of significant and formative experiences.