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Mémoire de Maîtrise
DOI
10.11606/D.27.2013.tde-27022014-162428
Document
Auteur
Nom complet
Lívia Seber van Kampen
Adresse Mail
Unité de l'USP
Domain de Connaissance
Date de Soutenance
Editeur
São Paulo, 2013
Directeur
Jury
Rizzi, Maria Christina de Souza Lima (Président)
Ferrari, Elly Aparecida Rozo Vaz Perez
Mattar, Sumaya
Titre en portugais
Memórias escolares e formação de professores: um olhar sobre experiências de arte-educadores de Campinas
Mots-clés en portugais
arte-educadores
Experiências de vida
formação de professores de arte
Resumé en portugais
Esta dissertação tem como objetivo analisar a relação que arte-educadores fazem entre suas experiências formativas e atuação profissional. Para isso, discutiu-se o conceito de experiência trazido por Dewey (1974), Larrosa (2001) e Josso (2010). Entrevistamos quatro professores de Artes da região de Campinas acerca de sua formação inicial, formação continuada, prática docente, experiências formativas e vivências escolares. Abordando essas narrativas pessoais com o método do Image Watching (OTT, 1997) discorremos sobre as falas de professores, encontrando semelhanças e diferenças. Articulando as narrativas com a bibliografia estudada, propomos uma reflexão acerca das vivências destes professores, sujeitos das experiências relatadas. Além de uma autorreflexão sobre as práticas de cada arteeducador.
Titre en anglais
Days Memories and the formation of teachers: a look over the experiences of art educators in Campinas
Mots-clés en anglais
art educators
formation of art teachers
life experiences
Resumé en anglais
The aim of this thesis is to analyze the relations set by the art educators between their formative experiences and their professional performance. In order to reach this goal, it was discussed the notion of experience brought by Dewey (1974), Larrossa (2001) and Josso (2010). We interviewed four Art teachers, who live in the Campinas surroundings, about their initial formation, their continuous formation, their work as teachers, their formative experiences and their school experiences as well. By approaching those personal narratives using the Image Watching methodology (OTT, 1997), we narrated the teachers' ways of speaking and we were able to find similarities and differences. After we articulated the narratives with the bibliography studied, we would like to propose a reflection about the life experiences of the referred to teachers, who are the main subjects of the experiments narrated hereby, as well as a self reflection on the practices of each art educator.
 
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Date de Publication
2014-03-07
 
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Centro de Informática de São Carlos
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