Ateliê virtual: uma experiência estética na formação de professores no Curso de Licenciatura em Artes Visuais da UECE/UAB

Abstract

The training of Art teachers in distance education programs is an expanding field in Brazil; however, it presents significant challenges, particularly regarding the quality of courses offered in regions far from capital cities. This study is part of a doctoral research that investigates the following problem: How can a techno-ludic-aesthetic approach contribute to enhancing aesthetic sensitivity in the education of Art teachers within a public university in Ceará through distance education? From this question, the scope of the present thesis proposal emerges.The general objective was to investigate the relationship between technoculture, playfulness, and aesthetics in the training of Visual Arts teachers in distance education at a public institution in Ceará, proposing a training model grounded in the Triangular Approach developed by Ana Mae Barbosa (2001). The specific objectives were: (a) to critically analyze the Pedagogical Course Project of the Visual Arts Teacher Education program, identifying gaps and potentials for the development of techno-ludic-aesthetic practices, contributing to reflections on teacher education in the context of distance learning; (b) to examine the perceptions and experiences of undergraduate students regarding ludic-aesthetic practices, enabling an understanding of challenges and possibilities in incorporating such practices into teacher training; (c) to develop and implement a techno-ludic-aesthetic training model for pre-service art teachers in distance education, promoting an immersive and reflective experience; and (d) to evaluate the contribution of the TEC- LUDO-AESTHETIC model to expanding the aesthetic sensitivity of Visual Arts undergraduates, identifying advances and limitations arising from the formative practice.The methodology adopted was ethnographic research. The stages included documentary analysis of the Course Pedagogical Project, the development of a hybrid training experience with future Visual Arts teachers, and focus groups. Data collection was carried out through an online questionnaire and analyzed using discourse analysis based on Laurence Bardin (2016). The research locus was the UECE, specifically the Visual Arts Teacher Education program offered through distance learning within the program.The research participants were undergraduate students enrolled in the Visual Arts teacher education program who voluntarily agreed to participate and signed an informed consent form. Data collection instruments included an online questionnaire sent by email to participants and participation in the training course, which involved face-to-face sessions with focus group discussions as well as online activities with virtual meetings. The study concludes that the implementation of a techno-ludic- aesthetic training model within a virtual studio expanded the aesthetic sensitivity, creative autonomy, and engagement of Visual Arts undergraduates, revealing new pedagogical possibilities and contemporary conceptions for teaching Art in distance education.