The initial art teacher formation as a locus for creative teaching praxis: practical epistemology's contribution

• Grant number: 10/20171-6
• Support Opportunities: Regular Research Grants
• Start date: August 01, 2011
• End date: July 31, 2013
• Field of knowledge: Linguistics, Literature and Arts - Arts - Arts Education
• Principal Investigator: Sumaya Mattar
• Grantee: Sumaya Mattar
• Host Institution: Escola de Comunicações e Artes (ECA). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

This research project focuses on the learning of art and initial art teacher formation, and has its theoretical basis in the contributions of the reflexive perspective. Its main objective is researching the conceptual and methodological elements that can contribute to the formation of inventive and reflexive art teachers, able to act in various contexts based on a humanistic perspective. Considering the growing adherence of the art teacher to a reiterative educational practice devoid of any humanistic contents, which is responsible for the deterioration of the teaching of art, mainly at educational institutions, we have the hypothesis that a inventive and creative praxis can be developed when the future teacher has opportunity to deepen his own poetics in the pedagogical area too. It implies, among other things, the capacity to deal creatively with problems originated from the educational praxis in different contexts, related to the indetermination of educational processes and its multiple challenges.In this sense, the main locus of this research, concerning the initial formation of art teachers, are the professional practices, such as supervised internship and teaching, organized based on the research-action approach, and bound, therefore, to specific contexts, as, for instance, state schools. (AU)