Academic literature on the topic 'Artist"s education'
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Journal articles on the topic "Artist"s education"
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Leșe, Ana Cristina. "K. S. Stanislavski and the physical action." Timisoara Physical Education and Rehabilitation Journal 10, no. 19 (2017): 67–72. http://dx.doi.org/10.1515/tperj-2017-0019.
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Abstract We note that the physical action in the K. Stanislavski's system expresses the same meaning as the motor action in the field of Physic Education, consisting in accomplishing a task with the help of the skeletal muscles, mainly, of the physical exercise. We sense here, the link between the Stanislavski's system and the Physical Education, link that is achieved, mainly through physical exercise. And this is how, to the question “What is the first thing in the actor's work of preparing for a role?”, K. Stanislavski is in his right to assert, after a long experience of artist-researcher, that “the most appropriate and efficient procedure for preparing a role is the approach to the role with the help of physical exercise”.
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WAHED, WAN JULIANA EMEIH Juliana. "The MOTIVATIONAL IMPACT OF VISUAL ARTS EDUCATION THROUGH THE 'ARTISTS IN SCHOOLS' (AIS) COLLABORATION PROGRAM AMONG SECONDARY SCHOOL STUDENTS IN MALAYSIA." Asia Proceedings of Social Sciences 4, no. 1 (2019): 94–97. http://dx.doi.org/10.31580/apss.v4i1.606.
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The aim of the paper is to highlight some of the findings on the study on the impact of the 'Artist in Schools' (AiS) collaboration on the motivation of students of selected secondary schools in Malaysia in visual art education. AiS is aimed at establishing a collaboration between the students of nine schools and nine Malaysian artists in order to share their experiences, skills, and knowledge consecutively. The research design of multi-case studies or multisite studies was selected and Keller’s ARCS Motivational Theory has been used for assessment purposes and as the main conceptual framework. The open-ended questionnaires were distributed to obtain the data of the students’ motivation, and the collaboration between the AiS program and the students.
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Gorbunov, I. V. "A. F. Kovalev – Belarusian artist, sculptor, designer, teacher." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 65, no. 3 (2020): 336–44. http://dx.doi.org/10.29235/2524-2369-2020-65-3-336-344.
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The biography of the Belarusian artist, sculptor, designer, teacher, professor Anatoly Fedorovich Kovalev is considered. A. F. Kovalev was one of the organizers of Belarusian education in the field of fine and decorative arts. He was the author of the first design dissertation in the BSSR, a member of the Union of Artists of theUSSRand Belarusian Union of Artists, a veteran of the Great Patriotic War. During his long career he transferred knowledge and a huge professional experience to more than one generation of talented students, including workers of culture and art ofBelarus– V. K. Lebedko, M. Sakhuto, G. F. Shauro, V. I. Prokoptsov. In1965 A. F. Kovalev, being the head of the department of decorative and applied art of the art and graphic department of the Vitebsk State Pedagogical Institute named after S. M. Kirov (now Vitebsk State University named after P. M. Masherov), made a lot of efforts to transfer technical work into the artwork channel based on traditional techniques of decorative processing of materials, and also influenced the development of history and design theory at the initial stage of its formation. The contribution of A. F. Kovalev to the sphere of culture and art of theRepublicofBelaruswas marked by many state awards.The article is addressed to young designers, artists, sculptors, teachers of the humanities and technical disciplines, research scientists who are interested in the history of design.
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Maravic, Manojlo. "Social constructions of the concept of child art." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 385–98. http://dx.doi.org/10.2298/zipi1402385m.
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This text is a theoretical paper based on the method of critical discourse analysis of child art. The paper is aimed at presenting the genesis of this concept in order to reexamine the hitherto approaches and to support the thesis that children?s art is a cultural construct by using the arguments based on a socio-cultural research platform. The defining of this concept will be critically reviewed and the conditions and procedures for proclaiming children?s drawing as art will be pointed out. Once childhood started to be observed as an important separate period of human life in pedagogy and psychology, there consequentially appeared the notions of the uniqueness of children?s drawings, children?s artistic development and child art as a separate category, which is at the same rung of the evolutionary ladder as the art of the ?primitive? peoples. The discourse on the child as an artist was formed in the fields of psychology, theory of art and artistic practice and started to spread in the 20th century. With the development of psychoanalysis it obtained its ideological connotations. Teachers, pedagogues, psychologists and artists construct a set of narratives and theories about child art that reflect humanistic values of free self-expression. The above-mentioned theories still serve as the basis for the development of school practice of art education in the contemporary education systems. Therefore, it is important to offer to art pedagogues the new theoretical approaches that re-examine the hitherto modernist ideas on children?s drawings in order to change their attitude towards practice.
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Sochor, Pavel. "Art Creation as an Instrument in Education of Individuals with Disabilities." Lifelong Learning 6, no. 1 (2016): 56–69. http://dx.doi.org/10.11118/lifele2016060156.
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Theoretical study deals with approaches towards art education of individuals with disabilities. Arts and Education are crucial cultural components and significantly affect the quality of life of people with disabilities in our society. Nowadays both components may serve to promote the ideas od lifelong inclusive education. Intervention in education is influenced by models of disability concepts reflecting different approaches. Art therapy and approach presenting the impact of disability on the basis of social reality is confronted with the presentation of disabled artist´s personality and his diversity. Unique environment of art education centres and art studios provides opportunity for cultivation of personality of a person with disability. The establishment of author with a disablity in artistic style art brut and outsider art in mainstream society can be considered as a form of socialization.
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Frolov, Dmitrii. "The works of August Ivans in the context of development of Latvian art culture in the 1920s – 1930s." Человек и культура, no. 5 (May 2020): 95–103. http://dx.doi.org/10.25136/2409-8744.2020.5.33667.
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The problematic of studying Latvian art culture after declaring independence in 1918 did not receive due coverage in the works of national researchers. Based on the new facts of artistic biography of the prominent cultural figure of Latvia –  the painter August Ivans (1895-1975), analysis is conducted on the isolated phenomena of the Latvian art culture of the 1920s – 1930s, namely the establishment of higher art education in the Republic of Latvia. The preserved sayings of the painter allow revealing the role of graduates of Russian schools of art in formation of the Latvian Academy of Arts. The author highlights the painter’s role in the process of democratization of the country's art life, which consists in his work on illustrations to the satirical magazines. The establishment of art education in Latvia is reviewed on the basis of life and creative path of the Latvian painter August Ivans for the first time. The role of the graduates of Russian art schools in formation of the Latvian Academy of Arts is also noted. In the 1920s – 1930s, the art life in Latvia became more public, and artists acquired more opportunities to exhibit their paintings. More artists were able to sustain themselves by selling their works. Printing numerous satirical publications designed by A. Ivans led to the process of democratization of art life of the country. This article is also first to publish the information on the death and burial place of the artist.
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Kucher, Liudmyla. "“To awaken of an artist in every musician”… : to the 120th anniversary of the birth of I. S. Shteiman." Aspects of Historical Musicology 23, no. 23 (2021): 108–24. http://dx.doi.org/10.34064/khnum2-23.07.
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Problem statement. The article is dedicated to the 120th anniversary of famous Ukrainian conductor, Honored Artist of Ukraine, Professor Israel Solomonovich Shteiman (1901–1983), who devoted more than 55 years of his life to opera conducting. The musician is also famous by his skills in training of opera singersactors to their professional activity, as a head of Opera Studio under the Kharkiv I. P. Kotlyarevsky National University of Arts (former Kharkiv Conservatoire and the Kharkiv National University of Arts now). However, in addition to short lines of newspaper chronicles covering the theatrical life of Kharkiv city at that time, the brief background information collected in the archives of art institutions of the city and single memoir pages of his contemporaries (Shasha, 1991; Chepalov, 2012), there are still no special studies on the artist’s work. At the same time, these few sources provide an opportunity to recreate a holistic picture of I. S. Shteiman’s activities as a conductor of the Opera Studio under the Kharkiv National University of Arts and highlight one of the pages of its historical development, which is the goal of this article. The research methodology is based on the ways of analysis and systematization that were used in working with factual material; generalization and historical reconstruction when referring to opera productions by I. S. Shteiman in striving to characterize him as a musician-teacher. The results for discussion. In the period after II World War, many famous conductors worked in the Opera Studio under the Kharkiv Conservatory, but the activity of Israel Shteiman was the most fruitful, long and outstanding one. From 1944 until the end of his life, he was one of the leading conductors of M. Lysenko Kharkiv Opera and Ballet Theater. A characteristic feature of Shteiman-conductor was the ability to penetrate deeply into the composer’s creative concept, an impeccable sense of taste, an attentive and sensitive attitude towards the singer. Having started working at the Vocals Department of Kharkiv Conservatory in 1947, since 1953 I. S. Shteiman became the Opera Studio’s conductor, and from 1973 to 1979 – the Head of Opera Training Department at I. P. Kotlyarevsky Kharkov Institute of Arts. When working with students, I. S. Shteiman infected them with love for creative process, showed and knew how to emphasize the individuality in each of them. Among I. S. Shteiman’s students – Peopl’s Artists of the USSR N. Tkachenko, M. Manoilo, T. Alyoshina, People’s Artists of Ukraine and Russia V. Arkanova, L. Solyanik, L. Sergienko, Honored Artists of Ukraine V. Tryshyn, A. Rezilova, Y. Danilchishin... Since late 1960s, a new trend has emerged in the Opera Studio’s repertoire policy associated with growing interest in the creative work of contemporary composers. Thus, Studio productions of the operas by A. Nikolaev “At the Price of Life” (1967), A. Spadavecchia “The Road to Calvary” (1970), A. Kholminov’s “Optimistic Tragedy” (1972) were called to life by I. S. Shteiman. He believed that a deep disclosure of modern themes requires new thinking not only by composers, but also by singers, and it is crucial to develop this in young actors based on modern repertoire only. Continuing the course for revival of Soviet classics, to commemorate the 30th Anniversary of the Great Victory, I. S. Shteiman together with director L. Kukolev, staged V. Gubarenko’s opera “The Revived May”. The directors managed to reveal vividly all the strengths of the talented opera by this contemporary Ukrainian composer. Farther, the performers of the main parts were successfully working on various opera stages at Ukraine and abroad. Conductor I. S. Shteiman’s individual approach to working with each performer led to positive results – a high performance culture that ensured his performances’ long and successful life and high-quality professional training of singers-actors. From 1982, even after the stopping of his active conducting work, to the end of his life, Israel Shteiman was a professor-consultant at the Opera Training Department of the Kharkiv State Institute of Arts, continuing his life and creative mission – “to awaken of an artist in every musician”… (S. Kussevitsky). Conclusions. So, I. S. Shteiman dedicated practically all of his life to opera conducting. The memorable date is an occasion to analyze and appreciate his contribution to the very difficult and extremely important task of professional education of the opera singers, to pay tribute of respect and gratitude to this extraordinary man and musician. As one of the leading conductors of the Kharkiv M. Lysenko Opera and Ballet Theater, I. S. Shteiman had extensive experience of collaboration with prominent opera performers of his time. His conducting work was distinguished by a subtle understanding of the composer’s idea, a huge artistic taste. All these qualities were reflected in his fruitful work with student creative teams, which was always characterized by an individual approach to performers, by the ability to convey to them the will of the composer, as well as his own creative thought aimed at educating of high musical culture, by the ability to discover the artistry and creativity energy of the young musicians. Thus, the long-term conducting work by I. S. Shteiman played a huge positive role in the professional education of the brilliant constellation of the singersactors of the Kharkiv opera scene, in the formation of the tradition that opens wide creative prospects for graduates of the Kharkiv opera’s school also and in modern world music culture. The extraordinary personality of the talented conductor, who has educated more than one generation of singers-actors for work on the professional stage, will remain in the hearts of those who respected and loved him for a long time.
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Seton, Mark. "Creativity and the Performing Artist: Behind the Mask, by Paula Thomson and S. Victoria Jaque Academic Press, 2017, 500 pages." Theatre, Dance and Performance Training 11, no. 1 (2020): 113–15. http://dx.doi.org/10.1080/19443927.2020.1715624.
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Wang, Jitai. "Works of the artist Zeng Fanzhi in the dialogue of traditions of Western European and Chinese painting." Человек и культура, no. 4 (April 2020): 1–20. http://dx.doi.org/10.25136/2409-8744.2020.4.32802.
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This article is dedicated to analysis of the works of a contemporary artist Zeng Fanzhi in the context of dialogue of traditions of Western European and Chinese painting. The author reviews the stages of formation of this original artistic manner that combines different stylistic approaches and techniques; reveals the key artistic peculiarities of his works – from referring to Western expressionism to formation of an individual style. A detailed analysis is conducted on the principles of conceptual art of Zeng Fanzhi realized in the use of meaningful images and symbols, such as “masks”. The author examines the methods of abstract painting in the works of Chinese artist reflected in the technique of “chaotic brush”, which is based on the expressive linear abstractions. In the period after 2018, which marks the period of experimental painting, Zeng Fanzhi combines the artistic methods of Paul Cézanne with the concept of traditional Chinese art, with the “found object” technique, offering a completely new interpretation of the works of Chinese classical painting. The article discusses the specificities of linear constructs and brush strokes in the artist’s works for determining the features common to his works of various periods. A conclusion is made that the paintings of Zeng Fanzhi represents a visual manifestation of harmonious interaction of the Western European and Chinese art tradition. Each stylistic approach used by Zeng Fanzhi demonstrates a profound understanding of painting, reveals his creative interpretation of artistic principles of Western European art that formed as a result of personal experience and high level of education. Chinese painting entered the era of non-modernism, remaining in many ways similar and simultaneously different from the art of Western modernism and postmodernism.
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Zhao, Wei, Hong Jin, Lili Zhang, et al. "Pictograms to Provide a Better Understanding of Gastroesophageal Reflux Symptoms in Chinese Subjects." Gastroenterology Research and Practice 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/1214584.
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Objective. To explore whether pictograms could help people understand reflux symptoms. Methods. Gastroenterologists (n=28), non-GI physicians (n=30), healthy people without medical education (n=34), patients with gastrointestinal reflux disease (GERD) (n=45), and general people (n=100) were included. Pictograms denoting classic reflux symptoms (sour regurgitation, heartburn, retrosternal pain, and regurgitation) were created by the joint efforts of an artist and a gastroenterologist. The subjects were asked to tell the meaning of each card within 30 s. Results. Compared with the physicians, healthy people without medical education tended to make mistakes in the understanding of the terms of reflux symptoms. Among GERD patients, all the terms of reflux symptoms could be understood accurately. Compared with that of non-GI physicians, GI physician had a higher accuracy in the understanding of the term regurgitation (P<0.05). Pictograms denoting reflux symptoms could be understood accurately in all four groups. A sample from the general population showed that the recognition of the pictogram was more accurate than the recognition of the terms. Conclusions. Pictograms could help ordinary people who do not have medical education to understand reflux symptoms more accurately in China. Compared with abstract terms, pictograms could be useful for epidemiological studies and diagnosis of GERD in the community.
Dissertations / Theses on the topic "Artist"s education"
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Viganó, Suzana Schmidt. "Por entre as trilhas chuvosas de uma travessia: teatro, ação cultural e formação artística na cidade de São Paulo." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27155/tde-23052017-160041/.
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Esta tese se propõe a investigar como o conceito de ação cultural, aliado à ideia de formação artística se manifesta no âmbito teatral da cidade de São Paulo nos dias de hoje. Examino, para isso, a trajetória do conceito de ação cultural, seus ideários, sua relação com as políticas públicas de cultura e as influências a que esse tipo de prática está submetida no contexto paulistano contemporâneo. Da mesma maneira, analiso a evolução da ideia de formação e as relações entre arte e educação. Relaciono esses conceitos aos projetos públicos de São Paulo que têm a formação artística e o desenvolvimento cultural da cidade como objetivos principais. O foco na atividade teatral se dá a partir de práticas artístico-pedagógicas relacionadas à ação política, entre grupos de teatro subsidiados pelo poder público. Investigo assim as correspondências entre os grupos fomentados e os programas de formação da Secretaria Municipal de Cultura, que constituem uma rede de ações, proposições artístico-pedagógicas e interferências no espaço da cidade, na amplitude das suas periferias. Procuro, dessa maneira, iluminar a reflexão sobre a ação cultural e a formação artística empreendidas pelos grupos de teatro como síntese arte-política, confrontando os espaços, culturas e instituições da cidade em encontros transculturais. A partir desse objeto e dos contextos investigados, proponho a reflexão sobre o papel dos artistas de teatro na cidade de São Paulo como formadores e agentes culturais, ampliando o debate sobre as políticas públicas de cultura e o entendimento sobre a prática artística enquanto ação pedagógica e política.<br>This thesis proposes the investigation on how the concept of cultural action, connected to the idea of artist\'s education is manifested in the theater field, in São Paulo city nowadays. It analyzes the history of cultural action as a concept, its ideology and relation with the public policies of culture and the influences that this kind of practice is submitted in the contemporary context of São Paulo. Likewise, it analyzes the evolution of the idea of formation as a training [formação] and the relation between arts and education. I relate these concepts to the public projects in São Paulo that have the artist\'s education, and the cultural development of the city as main goals. The theatrical activity is focused upon its artistic and pedagogical practices related to the political action undertaken by companies that are sponsored by the Estate. I investigate this way the correspondence between these companies and the artist\"s education programs by the Culture Department of the City Hall, which constitutes a network of cultural action, arts education and artistic interferences in the city, all along its limits. This way, I try to illuminate the analyzes on cultural action and artist\"s education undertaken by the theatre groups, as an arts-politics synthesis, which confronts different spaces, cultures and institutions of the city, understood as transcultural encounters. From this object of study and its contexts, I propose to reflect on the role of the theater artists in São Paulo as educators and cultural agents, contributing to the debate on public cultural policies and the understanding of artistic practices as a pedagogical and political action.
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Santana, Renato Tavares. "Desenho, teatro e educa??o: interpreta??es da a??o dram?tica atrav?s do tra?o." Universidade Estadual de Feira de Santana, 2014. http://localhost:8080/tede/handle/tede/106.
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Previous issue date: 2014-08-13<br>The proposal of this work involves the interaction-integration between Design and Theatre and its implication to Education, recognizing and exploiting the potential of these knowledge transformers. Art, Education, Art and Theatre are more than words, are powerful concepts that are completely interwoven in a world that is not fragmented but dynamic and interactive. The prospect of Edwards (2000), Ferreira and Santos (2000), Gomes (1996), Moreira (2009) and Tiburi and Chui (2010), identified the drawing as poetry and mystery, but also as language, creating, thinking, intention and design (which materializes in the mind of every individual or in outer reality) and therefore is present in all areas of knowledge and human experience. The ideas of Pavis (2008) reveal a theater living experience, that enables a collective design, an ongoing dialogue between tasks, knowledge and various individuals. The research has developed an analysis of drawings produced by students of high school volunteers, on the proposal theatrical scene, in the search for understanding how this viewer perceives and interprets the dramatic action. The empirical part of the research selected qualitative approach as methodology searching contributions of various pathways for field investigation and the interpretation of drawings, consistent with the dialogic, dynamic and interdisciplinary Art function. The theme of the research is a look on the look of the viewer. In the exercise of drawing a theatrical scene i discovered in the viewer, a designer. The viewer is a co-creator, a producer of meanings, not a mere discoverer. There is no passivity at reception. Perception-representation, reception-creation are integrated actions. Through the interpretation of the drawings was possible to see the viewer on her sensitive, symbolic dimension, far from merely explaining and rationalizing discourses of the verbal language. Theatre and design do not end in themselves, are ways to interpret, explore and experience the world. Mobilize the subjects to awaken its ability to designate, draw and design yourself, ordering, viewing and reviewing themselves, to explore, alone or in groups, their designs and drawings of the world and of themselves. Awareness of the importance and power of these knowledge can consolidate educational processes, investigations, actions and activities that add significant knowledge and can bring great leaps in human development in all its dimensions. The alliance between the theoretical framework and the interpretation of the material collected some significant conclusions about the interpretation of the viewer-designer were obtained, comprising a multiplicity of meanings expressed, the emphasis on specific aspects, the more distanced stance or identified with theatrical scenes, symbolic links with the elements and images present in the context of the scene and how the drawings reveal their creators and their sociocultural context.<br>O Desenho e o Teatro fornecem oportunidades educativas transformadoras, no entanto, ainda muito pouco reconhecidas e exploradas. A presente pesquisa tem por objetivo investigar uma intera??o-integra??o entre os dois campos e sua rela??o com o processo educativo. Arte, Educa??o, Desenho e Teatro s?o mais que palavras, s?o conceitos potentes que est?o completamente imbricados num mundo que n?o ? fragmentado, mas din?mico e interativo. A perspectiva de Edwards (2000), Ferreira e Santos (2000), Gomes (1996), Moreira (2009) e Tiburi e Chu? (2010), apontam o desenho como poesia e mist?rio, mas tamb?m como linguagem, cria??o, pensamento, inten??o e projeto (que se materializa na mente de cada indiv?duo ou na realidade exterior) e, por isso, est? presente em todas ?reas do conhecimento e da experi?ncia humana. J? as ideias de Pavis (2008), revelam um teatro experi?ncia-viva, que possibilita um desenho coletivo, um di?logo permanente entre fun??es, saberes e indiv?duos diversos. A pesquisa desenvolveu uma an?lise de desenhos produzidos por educandos-volunt?rios do ensino m?dio, sobre uma cena teatral proposta, na busca por compreender como esse espectador percebe e interpreta a a??o dram?tica. A proposta metodol?gica alia a abordagem qualitativa e a inspira??o hermen?utica ? bricolagem de caminhos diversos para a investiga??o de campo e interpreta??o dos desenhos, coerentes com a fun??o dial?gica, din?mica e interdisciplinar da Arte. O mote da pesquisa ? o olhar sobre o olhar de quem olha. No exerc?cio de desenhar uma cena teatral descobri no espectador, um desenhador. N?o h? passividade na recep??o. O espectador ? um co-criador, um produtor de significados, n?o um mero descobridor. Percep??o-representa??o, recep??o-cria??o s?o a??es integradas. Atrav?s da interpreta??o dos desenhos foi poss?vel enxergar o olhar do observador em sua dimens?o sens?vel, simb?lica, longe dos discursos meramente explicativos e racionalizantes da linguagem verbal. Desenho e Teatro n?o se encerram em si mesmos, s?o formas de interpretar, explorar e conhecer o mundo. Mobilizam os sujeitos para que eles despertem sua capacidade de designar, projetar e projetar-se, de ordenar, ver e rever-se, de explorar, sozinhos ou em grupo, seus desenhos e os desenhos do mundo e de si pr?prios. Dessa forma, esses campos podem consolidar processos educativos, investiga??es, a??es e atividades significativas que podem trazer grandes saltos qualitativos para o desenvolvimento humano em todas as suas dimens?es e complexidade. Com a interpreta??o dos desenhos da pesquisa obtive algumas conclus?es significativas sobre as interpreta??es do espectador-desenhador, compreendendo a multiplicidade dos significados expressos, a ?nfase dada a aspectos espec?ficos, a postura mais distanciada ou identificada com as cenas teatrais, as articula??es simb?licas com os elementos e imagens presentes no contexto da cena e o quanto os desenhos revelam sobre os indiv?duos e seu contexto sociocultural.
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Alves, Mônica Rebeca Brandão. "A representação da educação em O Estado de S. Paulo e na Folha de S. Paulo: um enfoque sistêmico-funcional." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19376.
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Previous issue date: 2016-09-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research, part of the Project Direct- aims at analyzing and comparing the
newspapers Folha de S. Paulo and O Estado de S. Paulo focusing on the news that
discuss education, in order to understand how it is represented in the media discourse.
We considered this topic relevant, once education is part of formation, transformation
and development of society. Specifically, its main objective is to analyze and compare
157 texts, 76 from O Estado de S. Paulo and 81 from Folha de S. Paulo, both
published between February 2013 and February 2014. The theoretical background is
the Systemic Functional grammar (1994, 2004), taking into account the language in
use, considering its context, processes, participants and circumstances presented in
the texts. This research is important for a better understanding of representation of
education in Brazil. In order to understand how education is represented in the media,
we tried to answer the following question: How is education represented in the media
taking into account the teachers and the students? Corpus linguistics was the main
methodological tool, through the computational program Wordsmith Tools (Scott,
1999). Our objective is to show, considering the choices made on the news, how
education is seen by the Brazilian media<br>Este trabalho, inserido na linha de pesquisa Linguagem e trabalho, tem o objetivo de
analisar e comparar textos dos Jornais Folha de São Paulo e O Estado de S. Paulo
que tematizam e tratam de questões relativas à educação, a fim de compreender
como ela é representada na mídia. Esta pesquisa é relevante, dado o papel que a
educação exerce na formação, transformação e desenvolvimento de uma sociedade
Particularmente, visamos analisar e comparar 157 textos, sendo 76 retirados do O
Estado de S. Paulo e 81 da Folha de São Paulo coletados durante o período de
Fevereiro de 2013 a Fevereiro de 2014. Para tanto, assumimos como base teórica a
Linguística Sistêmico Funcional (Halliday, 1994/2004), uma vez que a teoria permite
analisar a função da linguagem em uso, por meio do levantamento do contexto sócio
histórico dos jornais, dos processos, participantes e circunstâncias configurados nos
textos. O trabalho é importante para a melhor apreensão das representações que os
textos apresentam sobre a educação no Brasil. A pergunta que norteia a pesquisa é:
Como a educação é representada na mídia a partir do ponto de vista dos professores
e dos estudantes? O programa computacional WordSmith Tools (Scott, 1999) é
utilizado como instrumento metodológico. Pretendemos com este trabalho mostrar,
partindo das escolhas lexicais, como a educação é vista pela mídia brasileira
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Carvalho, Deolinda Soares Monteiro. "Estratégias do ensino das artes plásticas: um contributo para as políticas educativas no 1º ciclo do ensino básico em S. Tomé e Príncipe." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26706.
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A Proposta Curricular do Ensino Básico de São Tomé e Príncipe aponta para o facto das competências artísticas contribuírem para o desenvolvimento das capacidades consideradas fundamentais e estruturantes das crianças e jovens e consequentemente para a melhoria do processo ensino-aprendizagem. Porém, a Educação artística “Artes Plásticas” continua a ser pouco valorizada no contexto do sistema educativo santomense.
Neste sentido, o presente trabalho de investigação procurou analisar os factores que dificultam a implementação do ensino das artes plásticas, na realidade das escolas do 1º ciclo do básico no país e encontrar respostas que possam ajudar a melhorar as políticas e estratégias nesse domínio.
A recolha de dados decorreu da aplicação de questionário destinado aos professores do 1º ciclo e entrevista aos gestores escolares. A análise de dados deu-se pela tabulação e categorização das informações quanto à convergência das ideias registadas.
A investigação foi desenvolvida em cinco capítulos e os resultados da análise revelam que os profissionais de ensino consideram o ensino das artes importante para o desenvolvimento pessoal e cultural e as áreas das expressões artísticas como meios privilegiados para uma formação integral do aluno. A desvalorização do ensino das áreas das expressões plásticas decorre da priorização de outras áreas curriculares e os factores dificultadores prendem-se com deficientes condições físicas da escola, o excessivo nº de alunos por turma, a falta de materiais e de recursos financeiros e a insuficiências na formação dos professores. Tanto os professores inquiridos como os gestores entrevistados indicam a necessidade de formação, para aquisição das competências nesta área, como forma de incentivar e valorizar mais a sua implementação e melhorar as suas práticas lectivas.
O trabalho recomenda a superação dos factores constrangedores como forma de incentivar o ensino das artes plásticas nas escolas e consequentemente melhorar o processo de ensino e aprendizagem em S. Tomé e Príncipe; Strategies of Fine Arts Teaching: A Contribution to the Educational Policies in the 1st Cycle of Basic Education in Sao Tome and Principe
ABSTRACT:
The São Tomé e Príncipe’s Basic Education Curriculum Proposal points out to the fact that artistic abilities contribute to the development of skills considered fundamental and shaping for children and young adults and, consequently, to the improvement of the teaching-learning process. However, Visual Arts Education “Fine Arts” remains undervalued in the context of the santomean education system.
In this sense, this research aimed to analyze the factors that hinder the implementation of fine arts teaching in the 1st cycle (primary school) in São Tomé and Príncipe and as well as to find answers that can help to improving the policies and strategies in this field.
The data collection resulted from a survey carried out with teacher of the 1st cycle and interviews with school directors. Data analysis was performed by tabulating and categorizing the information regarding the convergence of the ideas listed.
The investigation was developed in five chapters and the results of the analysis unveil that schools professionals consider that teaching of fine arts is crucial for personal and cultural development; and as well the areas of artistic expression as essential mean for the integral training of students. The underrating of teaching in the areas of plastic expression results from the prioritization of other curricular areas. And the hindering factors are the poor conditions of school facilities, the excessive number of students per classroom, the lack of materials and financial resources and as well as the inadequacy of teacher training. Both teachers inquired and directors interviewed indicate the need for training to acquire skills in this area, as a way to encourage and value their implementation and improve their teaching practices.
The paper recommends overcoming the constraining factors as a way of encouraging the teaching of fine arts in schools and consequently improving the teaching and learning process in Sao Tome and Principe.
5
Queiroz, Rodrigo Nascimento de. ""Eu pensei que ia sair daqui falando ingl?s": um estudo sist?mico-funcional sobre pap?is sociais atribu?dos por alunos de um curso de Letras/Ingl?s." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16246.
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Previous issue date: 2012-11-30<br>Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom<br>Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o
6
Ferreira, Telma Sueli Farias. "Representações sobre o agir: caminhos para a compreensão do papel da tutoria na EAD." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/6345.
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Previous issue date: 2011-12-02<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Based on the concerns referring to the tutor´s work of distance education, this
research, of ethnographic and netnographic nature, linked to the interpretivist paradigm of
qualitative nature, and based on the Applied Linguistics, aimed at investigating, at the light of
the epistemological assumptions of Sociodiscursive Interactionism (ISD) (Bronckart, 2004,
2006, 2008, 2009 [1999]), the true role of this professional. We justify our choice for this
theoretical basis for seeking to understand in a better way the work of tutor in distance
education, since the ISD conceives the language action is a symbolic artifact through which
man carries out his work, and that is through the analysis of this action that it is possible to
interpret and understand this kind of act. In addition to the ISD, we also based our work in the
following theories: (i) the Ergonomic of Activity (AMIGUES 2004), with the prescriptive and
realized work, (ii) Clinic of Activity (Clot, 2007 [1999]) with the idea of real work, and (iii)
the Language about Work (NOUROUDINE, 2002), which refers to the interpreting
language. We were interested in researching how the representations of the tutors of EAD,
from the Arts course, in UEPB point to the role of these professionals. The data to be
analyzed in this study were the manual of attributions and four interviews. As for the
categories for data analysis, we used the classification of prototypically prescriptive texts and
the Semiology of the Act in reference to the manual analysis, and we used the enunciation
mechanisms, the modalizations to analyze the tutors´ representations. The results of this study
pointed to an uncertainty regarding the definition of the role of the tutors. The appreciative
modalization, the most prevalent in the discourse of the tutors indicated dissatisfaction with
lack of details in the prescriptive documents, which gave us support to confirm our hypothesis
that the requirements directed to tutors of distance education are not detailed enough and that
this fact brings difficulties to the way tutors understand their role. This work also served to
indicate that, according to the view of the educational authorities responsible for the distance
education, identified as the true protagonists of prescriptive texts, sometimes the tutor is
responsible for his /her act, and in other moments the tutor is someone who is seen an
executor of prescribed activities, and therefore, this duality of roles also helps to complicate
the definition of the role of the tutor in distance education.<br>A partir das inquietações referentes ao trabalho do tutor da Educação a Distância
(EAD), esta pesquisa, de natureza etnográfica e netnográfica, vinculada ao paradigma
qualitativo de cunho interpretativista, e fundamentada na Linguistica Aplicada, objetivou
investigar, a luz dos pressupostos epistemológicos do Interacionismo Sociodiscursivo (ISD)
(BRONCKART, 2004, 2006, 2008, 2009 [1999]), qual o verdadeiro papel deste profissional.
Justificamos nossa escolha por este aporte teórico por buscarmos compreender melhor o
trabalho de tutoria da EAD, uma vez que, para o ISD, a ação de linguagem é um artefato
simbólico através do qual o homem realiza seu trabalho; e que é por meio da análise desta
ação que se faz possível interpretar e compreender este tipo de agir. Além do ISD, ancoramonos
também nas teorias sobre: (i) a Ergonomia da Atividade (AMIGUES, 2004), que aborda
noções de trabalho prescrito e trabalho realizado, (ii) a Clínica da Atividade (CLOT, 2007
[1999]), que trata da ideia de trabalho real, e (iii) a Linguagem sobre o Trabalho
(NOUROUDINE, 2002), que se refere à linguagem interpretativa. Interessou-nos pesquisar de
que forma as representações dos tutores da EAD do curso de Letras da Universidade Estadual
da Paraíba (UEPB) sinalizam para o papel destes docentes. Os dados analisados comprendem
o manual de atribuições do tutor e quatro entrevistas, duas em áudio e duas no chat. Quanto à
categorização dos dados, utilizamo-nos, em relação à análise do manual, da classificação dos
textos prototipicamente prescritivos e da Semiologia do Agir; e em relação à análise das
representações dos tutores, baseamo-nos na classificação de Bronckart (op. cit.) referente aos
mecanismos enunciativos, particularmente as modalizações. Os resultados deste estudo
apontaram para uma incerteza, por parte dos tutores participantes da pesquisa, quanto à
definição do papel desses profissionais. Os modalizadores apreciativos, os mais
preponderantes nos discursos dos tutores, indicaram uma insatisfação quanto à ausência de
pormenores nas prescrições, o que nos deu respaldo para confirmar nossa hipótese de que as
prescrições direcionadas aos tutores da EAD não são suficientemente detalhadas o que
termina dificultando a compreensão do papel deste profissional. Este trabalho também serviu
para indicar que, na visão das autoridades educacionais responsáveis pela EAD, apontadas
como os verdadeiros protagonistas dos textos prescritivos, o tutor ora é responsável pelo seu
agir, ora é visto como um executor de atividades prescritas, dualidade esta que contribui
também para dificultar a definição do papel do tutor na EAD.
7
Silvestre, Viviane Pires Viana. "Práticas problematizadoras e de(s)coloniais na formação de professores/as de línguas: teorizações construídas em uma experiência com o Pibid." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/8834.
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Previous issue date: 2016-12-07<br>In this study, I focus on a teacher education experience lived through a Pibid/Letras/English subproject carried out from August 2012 to February 2014, in partnership with a full-time public school located within the state of Goiás. The main objective of this study is to investigate the potential for critical and collaborative language teacher education favored by the context of Pibid (Programa Institucional de Bolsa de Iniciação à Docência [Institutional Scholarship Program for Initiation to Teaching]). Therefore, this study is guided by the broad scope of Critical Applied Linguistics, with emphasis on postmodern assumptions, combined with decolonial studies. Besides, this is a qualitative research-based inquiry, and it is also characterized as a critical and collaborative education-research for its hybrid peculiarity of research and teacher education taking place simultaneously. In addition to the first chapter focused on methodological aspects, the paper is organized into three other chapters composed of theories stemming both from the literature of the area and the empirical material of the study, focusing on: critical issues, collaboration, and Pibid, respectively. Thus, in the second chapter, I focus on the problematizing practices experienced in this research, sharing concerns about some of the contemporary demands of language teacher education and discussing the teachers’ meaning making of critical teacher education, regarding the following features: self-reflexivity, critical perception, theoretical studies on critical perspectives of language education, problematizing language, and identity engagement. In the third chapter, I emphasize the collaborative practices experienced in this study, under a decolonial perspective, highlighting three central aspects: spaces of speech, flattened hierarchy and teacher agency. In the fourth chapter, I discuss the teachers’ perceptions of Pibid, underlining the initiation and motivation to teaching, research engagement, developments in basic education, and shifts in school-university relationship; I also problematize the role of Pibid towards the challenges of the teaching profession nowadays, especially within the local context of this study. In these discussions, I emphasize both the expanded perspectives and the tensions experienced throughout the process. At the same time, I consider the reinventions of critical and collaborative perspectives of language teacher education and the expansions in the understanding of Pibid that were (not) made possible through this local practice.<br>Neste estudo, focalizo uma experiência de formação docente vivenciada por meio de um subprojeto Pibid/Letras/Inglês, desenvolvido no período de agosto de 2012 a fevereiro de 2014, em parceria com uma escola pública de tempo integral, situada no interior do estado de Goiás. O objetivo principal deste trabalho é investigar o potencial de formação crítica e colaborativa de professores/as de línguas possibilitada pelo contexto do Pibid (Programa Institucional de Bolsa de Iniciação à Docência). Para tanto, este estudo está orientado pelo amplo escopo da Linguística Aplicada Crítica, com ênfase em pressupostos pós-modernos, articulando-o com estudos de(s)coloniais. Em uma perspectiva ampliada, esta investigação encontra aporte metodológico na abordagem qualitativa de pesquisa e, de modo particular por sua peculiaridade híbrida de investigação e formação docente ocorrendo simultaneamente – é caracterizado como sendo uma pesquisa-formação de viés colaborativo e crítico. Além do capítulo primeiro com foco em aspectos metodológicos, a tese está organizada em três outros capítulos compostos por teorizações advindas tanto da literatura da área como do material empírico do estudo, com foco em crítica, colaboração e Pibid, respectivamente. Assim, no capítulo segundo, focalizo as práticas problematizadoras vivenciadas nesta pesquisa-formação, compartilhando inquietações a respeito de algumas demandas da formação de professores/as de línguas na contemporaneidade e discutindo possíveis sentidos construídos pelo grupo de professores/as acerca da formação crítica docente, com ênfase nos seguintes aspectos: autoquestionamento, percepção crítica, estudos teóricos sobre perspectivas críticas de educação linguística, problematizações sobre língua e engajamento identitário. No terceiro capítulo, enfoco as práticas colaborativas vivenciadas neste estudo, sob uma ótica de(s)colonial, destacando três aspectos que se mostraram fulcrais: espaços de fala, hierarquia horizontal e agência docente. No quarto capítulo, discuto os sentidos construídos pelo grupo docente acerca do Pibid – com destaque para a iniciação e o incentivo à docência, o engajamento com pesquisas, os desdobramentos na educação básica e os deslocamentos na relação escola-universidade – e, por fim, problematizo o papel do Pibid frente aos desafios da profissão docente na atualidade, em especial no cenário local deste estudo. Nessas discussões, ressalto tanto as perspectivas expandidas como as tensões vividas em todo o processo, indicando as reinvenções de perspectivas críticas e colaborativas no contexto local de formação de professores/as de línguas no âmbito do Pibid e ampliando a compreensão sobre o programa por meio dessa experiência localizada.
8
Barricelli, Ermelinda. "A reconfiguração pelos professores da proposta curricular de educação infantil." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/13913.
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Previous issue date: 2007-09-14<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This research exams and compares differet versions of Educational
Curriculums by analyzing the representations about children, teacher, the
Conception of learning teaching and the contents in the following documents: 1) National Curricular Referencial to Childhood Education, 2) Curriculum-I
Elaborated by two day care centers in partnership with São Paulo City Halll;
And 3) transcription of the Teachers Development meetings which goal was to elaborate collectively, a New Curriculum that I am naming Curriculum II.
This work discusses, MEC prescription, the Institutional prescription, and
the self prefiguration that show the childhood education teacher s job, as
discussed by Bronckart & Machado (2004), Machado & Bronckart (2005), Clot
(2004), and Filliettaz (2004). This research is based in the Socio-Historical-
Cultural Theory, as discussed by Vygotsky and his collaborators, as well as
by researches that rediscussed and amplified it (Daniels, 1994, 2001, 2002;
Cole & Scribner, 2003; Newman & Holzman, 2002; Bronckart, 1997/2003,
2006; Clot, 2004). The discussions are focused on questions of childhood
development, as pointed by Vygotsky (1924/1999, 1926/2003; 1930/2003;
1932/2003;1934/2001); about curricular questions (Apple, 1992, 1995; Apple &
Beane, 2001; Giroux & Simon, 1995; Bassedas, Huguet & Solé, 1999); Oliveira,
2001; Sacristàn, 2000a, 2000d), and to questions about educational work
(Amigues, 2002, 2004; Machado, 2004; Clot, 2004; Saujat, 2004; Bronckart,
2006). The Critical Research of Collaboration and the Socio Discursive
Interactionism compose the theoretical methodological framework of this
dissertation. The Critical Research of Collaboration is based on a conception
of research in which the participants of the research participate in all the
atages, since the elaboration until the final results, which allows the creation
of a space to every member in the research to seek for theoretical
paradigmatic changes (Magalhães, 1994, 2002, 2004; Magalhães & Liberali,
2005). The Socio Discursive Interactionism, more than a interdisciplinary
conception is a science of human, crediting to the language and to the ways
of acting fundamental role in the human development (Bronckart, 1993/2003;
2006, and Bronckart & Machado, 2004) and it was used as theoretical basis
and table of analysis. This research made possible the elaboration of new
categories of analysis, as well as the innovation in data collecting, focusing
on three levels of documents related to teacher s job. This study alsos howed
how the representations configured in the prescribed material circle in the
métier of the job (Saujat, 2004) and 6 Tc (the) sediment in later documents related to the first one. Finally, it showed how the Curriculum of Childhood Education has a gap concerning contents to be developed with the children<br>Esta pesquisa examina e compara diferentes versões de Currículos de
Educação Infantil por meio da análise das representações que se configuram
sobre a criança, o professor, a concepção de ensino aprendizagem e os
conteúdos nos seguintes documentos: 1) Referencial Curricular Nacional
para Educação Infantil, 2) Currículo-I elaborado por duas Creches
conveniadas com a Prefeitura de São Paulo; e 3) transcrição dos Encontros de
Formação cujos objetivos foram elaborar, colaborativamente, um novo
Currículo que estou denominando Currículo II. Discute, assim,
respectivamente, a prescrição do MEC, a prescrição Institucional e a
autoprefiguração, que em cascata prefiguram o trabalho do professor de
educação infantil, como discutido por Bronckart & Machado (2004), Machado
& Bronckart (2005), Clot (2004) e Filliettaz (2004). Esta pesquisa está apoiada
na Teoria Sócio-Histórica-Cultural, como discutida por Vygotsky e seus
colaboradores, assim como por pesquisadores que a rediscutiram e
ampliaram (Daniels, 1994, 2001, 2002; Cole & Scribner, 2003; Newman &
Holzman, 2002; Bronckart, 1997/2003, 2006; Clot, 2004). As discussões se
voltam para as questões do desenvolvimento infantil, como apontadas por
Vygotsky (1924/1999, 1926/2003; 1930/2003; 1932/2003; 1934/2001); para as
questões curriculares (Apple, 1992,1995; Apple & Beane, 2001; Giroux &
Simon, 1995; Bassedas, Huguet & Solé, 1999; Oliveira, 2001; Sacristàn, 2000a,
2000b), e para as questões do trabalho educacional (Amigues, 2002, 2004;
Machado, 2004; Clot, 2004; Saujat, 2004; Bronckart, 2006). A Pesquisa Crítica
de Colaboração e o Interacionismo Sociodiscursivo compõem o quadro
teórico metodológico desta dissertação. A Pesquisa Crítica de Colaboração
pauta se em uma concepção de pesquisa em que os envolvidos participam de
todas as etapas, desde a elaboração até os resultados finais, o que faz com
que esse processo crie espaço para que os envolvidos busquem mudanças teórico paradigmáticas (Magalhães, 1994, 2002, 2004; Magalhães & Liberali,
2005). O interacionismo sociodiscursivo, acima de uma concepção interdisciplinar, se coloca como uma ciência do humano, creditando à
linguagem e às formas de agir papel fundamental no desenvolvimento humano (Bronckart, 1993/2003; 2006 e Bronckart & Machado, 2004) e foi
utilizado como base teórica e quadro de análise. Esta pesquisa possibilitou a elaboração de novas categorias de análise, assim como a inovação na coleta
dos dados, focando três níveis de documentos relacionados ao trabalho do
professor. Este estudo mostrou ainda como as representações configuradas
no material prescrito circulam no métier de trabalho (Saujat, 2004) e se sedimentam nos documentos posteriores, que a este primeiro se filiam.
Finalmente, mostrou como o Currículo de Educação Infantil tem uma lacuna no tocante aos conteúdos a serem desenvolvidos com as crianças
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Franco, Mafalda Maria de Sousa Pinheiro Mira Vaz Ramalho. "Prática de ensino supervisionada em pré-escolar e ensino do 1.º ciclo do ensino básico: educação literária : a literatura para a infância e as expressões artísticas." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18530.
Full textAbstract:
O presente Relatório de Estágio de Prática de Ensino Supervisionada em Educação Pré-escolar e 1.º Ciclo do Ensino Básico foi realizado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora, tendo por base as unidades curriculares de Prática de Ensino Supervisionada em Educação Pré-escolar e em 1.º Ciclo do Ensino Básico.
Ao longo das respetivas práticas foi desenvolvido o tema Educação Literária: A Literatura para a infância e as expressões artísticas, assente na metodologia da investigação-ação e teve como principal objetivo promover nas crianças a educação literária e a sua relação com as expressões artísticas.
Deste modo, este documento encontra-se organizado em cinco capítulos: o primeiro capítulo inclui todo o enquadramento conceptual que suporta a temática investigada; o segundo capítulo refere-se à conceção da ação educativa em Pré-escolar e 1.º Ciclo do Ensino Básico; o terceiro capítulo considera a metodologia utilizada na investigação-ação; o quarto capítulo remete para a intervenção nos respetivos contextos; o quinto capítulo diz respeito ao trabalho de projeto de cariz literário, desenvolvido em ambos os contextos; concluindo com as respetivas considerações finais; Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education: Literacy Education- Children’s Literature and Artistic Expressions
Abstract:
This Internship Report of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education was carried out within the framework of the Master's Degree in Pre-school Education and the 1st Cycle of Primary Education, at the University of Évora, based on the courses units of Supervised Teaching Practice in Pre-school Education and the 1st Cycle of Primary Education During the respective practices it was developed the theme of Literary Education: Children's literature and the artistic expressions, based on the research-action methodology and had as a main objective the promotion of literary education in children and their relationship with the artistic expressions.
Thus far, this document is organized into five chapters: the first chapter includes all the conceptual framework that supports the thematic investigated; the second chapter refers to the conception of educational activity in Pre-school Education and the 1st Cycle of Primary Education; the third chapter considers the methodology used in the research-action; the fourth chapter refers to the intervention in the respective contexts; the fifth chapter concerns the work project of literary nature , developed in both contexts; concluding with the final considerations.
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Corrêa, Ediléa Félix. "Atividade de formação de tutores a distância: um estudo das regras e do letramento digital." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/13495.
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Previous issue date: 2011-02-09<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This current research, settled in the scenery of education and technology focused in
the actors´ training for distance education, with focus on the distance tutor s training
activity in a capacity building course developed by the multidisciplinary team from the
Education Distance Center at the Instituto Federal do Espírito Santo Ifes. The main
objective of the study was to investigate the distance tutors, from the point of view of
the rules and of the tasks proposal in the capacity building course, focusing on digital
practices of reading and writing. For theory support, the study was based on the
activity theory (ENGESTRÖM, 1987; 1999) order to identify and analyze the rules of
the training. On the same direction, the study was also based on literacy concepts
(BAYNHAM, 1995; SOARES, 1999, 2003, 2008; ROJO, 2009) and language
(FAIRCLOUGH, 1990). The research guide questions were the following: 1) what
rules is the tutor s training activity governed by? 2) what relations are there between
institutional rules and the ones from the tutor s training activity? 3) what is the nature
and goal of reading and writing practices presented in the tutor s training activity? I
aimed to answer these questions from collected data in two subjects studied by
students-tutors in the training activity. The methodological paradigm was the
qualitative continuum based on interpretative (HALLOWAY, 1997) upon digital
context (BRAGA, 2006), analyzing the tasks, discussion forum and messages
performed by the participants in the virtual learning environment Moodle. The result
analysis and discussion showed how the rules from the tutor s training activity impact
the development of the course and how digital practices of reading and writing of the
students-tutors tasks guided them more to a literacy perspective than a digital literacy
one. The results suggest that this type of tutor s training provide essential and
functional knowledge about the virtual environment but can hardly provide the
development of digital literacy based on a critical reflection about the topics studied<br>A presente pesquisa, situada no cenário de educação e tecnologia, com foco na
formação dos atores da EaD, buscou investigar a formação de tutores a distância no
curso de capacitação desenvolvido pela equipe multidisciplinar do Centro de
Educação a Distância - CEAD - do Instituto Federal do Espírito Santo Ifes. O
objetivo geral da pesquisa foi investigar a formação de tutores a distância a partir
das regras e da proposta de tarefas didático-pedagógicas de um curso de
capacitação, focalizando as práticas sociais e digitais de leitura e escrita. Para dar
suporte a essa discussão, foi utilizada a teoria da atividade (ENGESTRÖM, 1987,
1999), a fim de identificar e analisar as regras da formação. Na mesma direção, para
fundamentar a análise, além dessa teoria, foram utilizados aportes teóricos com
base na teoria de letramento (BAYNHAM, 1995; SOARES, 1999, 2003, 2008; ROJO,
2009) e de linguagem (FAIRCLOUGH, 1990). A pesquisa norteou-se pelas questões:
1) Que regras governam o processo de formação do tutor? 2) Qual a relação entre
as regras institucionais e as regras da atividade de formação? 3) Qual a natureza e a
finalidade das práticas de leitura e escrita dos textos oferecidos na formação?
Procurei respondê-las a partir de dados coletados em duas disciplinas realizadas por
alunos-tutores em formação. A linha metodológica da pesquisa foi de base
qualitativa e interpretativa (HALLOWAY, 1997), no contexto digital (BRAGA, 2006),
com análise de tarefas, fóruns e mensagens do ambiente virtual de aprendizagem
Moodle. A análise e a discussão dos resultados mostraram como as regras da
atividade impactam no desenvolvimento do curso e como as práticas digitais de
leitura e escrita relativas às tarefas dos alunos-tutores conduzem o curso em direção
a uma perspectiva mais voltada para o alfabetismo do que para o letramento. Os
resultados sugerem que a formação de sujeitos por meio dessas práticas pode
proporcionar conhecimentos necessários e essenciais sobre o ambiente virtual de
aprendizagem utilizado nos cursos a distância, porém não possibilita o
desenvolvimento de letramento digital eficiente para desenvolver a reflexão sobre os
temas desenvolvidos
Books on the topic "Artist"s education"
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Mills, E. Andrew. A national survey of art(s) education, 1984-85. National Art Education Association, 1986.
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Baca, Leonard. The bilingual special education interface. 4th ed. Pearson/Merrill/Prentice Hall, 2004.
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T, Cervantes Hermes, ed. The bilingual special education interface. 3rd ed. Merrill, 1998.
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Baca, Leonard. The bilingual special education interface. C.E. Merrill Publishing Co., 1986.
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1955-, Flurkey Alan D., and Xu Jingguo, eds. On the revolution of reading: The selected writings of Kenneth S. Goodman. Heinemann, 2003.
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Affairs, United States Congress Senate Select Committee on Indian. Promoting the development of Native American art and culture: Report (to accompany S. 1622). U.S. G.P.O., 1986.
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Ross, Thomson D., ed. A national survey of art(s) education, 1984-85: A national report on the state of the arts in the states. National Art Education Association, 1986.
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I︠A︡nkova, Galina. Za ezikovata i literaturnata obrazovanost: Sbornik s materiali v pomosht na uchitelite po BEL. Universitetsko izdatelstvo "Episkop Konstantin Preslavski", 2009.
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United States Congress Senate Committee on Indian Affairs. Including Alaska natives in a program for native culture and arts development: Report (to accompany S. 1059). U.S. G.P.O., 1993.
Find full textBook chapters on the topic "Artist"s education"
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Meyer, Torsten. "A New Sujet/Subject for Art Education." In Post-Digital, Post-Internet Art and Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_8.
Full textAbstract:
AbstractFor some years now, fundamental ideas of newer theoretical trends in the context of Actor Network Theory have been leaking into the minds of that generation of (post-internet) artists who no longer regard the radical change in the socio-technical conditions of digital media cultures as something special or new. These trends are also leaking into the theories of the subject and thus also into the theory(s) of art education. This coincides with the assumption that the humanistic conception of the human individual as a subject, and the associated understanding of education in modernity, no longer matches neither with the artistic practices based on collaborative networked socio-technical processes that can be observed in the post-internet culture. Therefore, changing mediality leads to changing subjectivity.
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Otterstad, Ann-Merete, and Ann-Hege Lorvik Waterhouse. "Touchicizing Posthuman Digital-Artistic-Assemblages of Child/ren/hood(s) Exposuring(s) in the Making …" In Studies in Arts-Based Educational Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61560-8_6.
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Charles, Cathy. "The Meaning(s) of Uncertainty in Treatment Decision-Making." In Professional Practice in Health, Education and the Creative Arts. Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690659.ch5.
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Crowhurst, Michael, and Michael Emslie. "Knowing Frames Analysis: Multiple Revealing/s of a Work of Art—To Be Read Aloud." In SpringerBriefs in Arts-Based Educational Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37507-2_3.
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Sæther, Eva. "The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_2.
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AbstractThis chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
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DOS SANTOS, REGINALDO, FRANCISCO ALEX OLIVEIRA FIGUEREDO, and JOÃO GABRIEL SILVA SILVA. "EXPERIÊNCIAS DE PROFESSORES DE CIÊNCIAS E BIOLOGIA COM ESPAÇOS EDUCATIVOS NÃO FORMAIS." In Itinerários de resistência: pluralidade e laicidade no Ensino de Ciências e Biologia. Editora Realize, 2021. http://dx.doi.org/10.46943/viii.enebio.2021.01.280.
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ESTE ARTIGO APRESENTA OS RESULTADOS DE UMA PESQUISA DE ABORDAGEM QUALITATIVA DESENVOLVIDA NO SEGUNDO SEMESTRE DE 2019, COM O OBJETIVO DE CONHECER EXPERI?NCIAS QUE UM GRUPO DE PROFESSORES DE CI?NCIAS E BIOLOGIA DE ESCOLAS P?BLICAS TIVERAM COM ESPA?OS N?O FORMAIS DE ENSINO, APRENDIZAGEM E EDUCA??O, EM RAZ?O DA SUA ATUA??O DOCENTE. COMO T?CNICA E INSTRUMENTO DE COLETA DE DADOS, A PESQUISA USOU ROTEIRO DE ENTREVISTA SEMIESTRUTURADO. OS RESULTADOS DESSA PESQUISA MOSTRAM QUE ESSES PROFESSORES S?O ABERTOS AO USO DE DIFERENTES ESTRAT?GIAS DE ENSINO-APRENDIZAGEM ESCOLAR, MAS APRESENTAM SIGNIFICATIVA DIFICULDADE PARA PLANEJAR SUAS AULAS COM USO DE ESPA?OS N?O FORMAIS.
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"A Story Cloth of Curriculum Making: Narratively S-t-i-t-c-h-i-n-g Understandings through Arts-Informed Work." In Perspectives on Arts Education Research in Canada, Volume 1. Brill | Sense, 2019. http://dx.doi.org/10.1163/9789004405202_007.
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Brown, Candy Gunther. "Waldorf Methods." In Debating Yoga and Mindfulness in Public Schools. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0012.
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Chapter 11 considers Pennsylvania’s Hatboro-Horsham School District (HHSD)’s determination that the proposed Good Earth Charter School (GE) is religiously sectarian. GE is a Waldorf Methods school, premised on Rudolf Steiner’s (1861-1925) anthroposophy, a religious cosmology that explains humanity’s spiritual evolution from cosmic origins and anticipates humanity’s attainment of divine nature. Although Waldorf charter schools withstood a legal challenge in California in PLANS, Inc. v. Sacramento City Unified School Distict, Twin Ridges Elementary School District (1998–2012), HHSD found that GE’s curriculum, teacher training, and affiliations reflect its anthroposophic foundations. Contrasting the California and Pennsylvania cases illustrates how resource disparities can affect legal determinations of what counts as religion. This chapter argues that Waldorf Methods charter schools illustrate how a pedagogical approach can be secular and religious. GE’s curriculum is aligned with state educational standards, and there are public Waldorf Methods schools that promote secular interests by offering an arts-focused education to students who otherwise could not afford it. Yet, Waldorf’s distinctive pedagogy—including its meditation practices—is an outgrowth of Steiner’s esoteric understanding of child development. Modern anthroposophists have in two separate court cases argued successfully that anthroposophy is a religion for free exercise purposes.
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Abdullahi, Muhammad Sani. "Image of America in Northern Nigeria Radio-Based Broadcast." In Advances in Media, Entertainment, and the Arts. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9312-6.ch011.
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This chapter explores popular representations of America in Northern Nigeria radio broadcast using Greetings From America (a call-in program aimed at encouraging Nigerian citizens to seek admission and further their education in American universities) as case study. The chapter is based on a qualitative content analysis of over 15 editions of the program as well as on semi-structured interviews with the News and Current Affairs Manager of Freedom Radio Kano and other relevant informants. The chapter hinges on the propaganda and representation theories. It illustrates how Greeting From America represents a suitable window into America and a platform where Northern Nigerians living and studying in the United States mostly express positive stereotypes of America. The chapter further argues that the program's contents and reception by Northern Nigerians show all the complexity and ambivalence of U.S.'s image in Northern Nigeria. In effect, the impressions of people interviewed in this study coupled with insights drawn from relevant literary sources are sometimes conflicting with the dominantly negative image of the U.S. in Northern Nigeria's popular imagination.
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Bucur, Bogdan. "Sociological School of Bucharest's Publications and the Romanian Political Propaganda in the Interwar Period." In Advances in Media, Entertainment, and the Arts. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9967-0.ch008.
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This study aims to analyze the ideological orientation of two of the most important interwar Romanian publications endorsed by Academician Dimitrie Gusti and scientifically sanctioned by the Sociological School of Bucharest: Curierul Echipelor Studentesti [Student Teams Courier, issued between 1935 and 1938] and Curierul Serviciului Social [Social Service Courier, issued in 1939]. The two magazines played an important part in strengthening the personality cult of King Carol II (who ruled in Romania between 1930 and 1940) and in legitimizing his regime of monarchical authority, established in February 1938. Moreover, the abovementioned publications were used by the monarchy to support the politico-ideological actions of the Romanian youth enlisted in the mass paramilitary organizations of the time, intended as an alternative to the similar structures of the Legionary Movement (which was experiencing a significant boom in the interwar period). The paramilitary youth organizations of the 1930`s, established under Carol II's regime – mobilizing en masse young people of all ages and levels of education, at first voluntarily and later compulsorily – served as models or precursors for similar structures that would later be set up by the Communist Party, after its accession to power (March 6, 1945 – December 22, 1989) as a result of the Soviet military occupation.
Conference papers on the topic "Artist"s education"
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Senokosova, Anastasia. "The cinematographic works of an artist Walter Spies about Balinese culture: ethnographic spectacles in the social-cultural context of 1930-s." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.70.
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Mihaescu, Diana. "TRENDS IN TEACHER�S INITIAL EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.092.
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Kuznetsova, S. V. "Role Of Aesthetic And Artistic Culture In Structure Of Teacher`S World Outlook." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.50.
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Kelmendi, Jeton. "GOVERNMENT�S POLITICS FOR HIGH EDUCATION IN KOSOVO." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.060.
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Liu, Xiying. "S. Maykapar's Piano Pedagogics." In 2nd International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.337.
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Hidalgo-Rodriguez, Carmen. "CHILDREN�S PICTURE BOOKS AS AN EDUCATIONAL TOOL FOR CONVEYING INCLUSIVE VALUES: EXPERIENCES IN INFANT AND PRIMARY EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/61/s15.045.
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Qin, Bin. "On the Artistic Expression of Balzac 's Novel q Pere goriot q." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.391.
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Zahari, Rustam. "UNIVERSITY-INDUSTRY COLLABORATION IN MALAYSIA�S URBAN PLANNING EDUCATION." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/6.1/s17.075.
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Croitoru, Ion. "THE MORAL-RELIGIOUS EDUCATION AND ITS FUNCTIONS IN MAN`S LIFE." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.085.
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Mintowati, Maria, Kisyani-Laksono, and Ahmad Bayu Prastyo. "Favorite Vocabulary in Students’ Thesis and Dissertation of S-2 and S-3 Study Programs Language and Literature Education." In 4th International Conference on Arts Language and Culture (ICALC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.053.
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