A residência artística no processo de profissionalização do professor de artes.

Abstract

This qualitative study has as its general objective to identify the contributions Artistic Residency (AR) makes in the training and professionalization of teacher-artists. It is assumed that the AR, because it is a social space in which there is an immersion in the field of Arts and in which training in and creation and diffusion of Art are resignified, may point to new changes, especially in the art teacher¿s professionalization process. The study was motivated by the author¿s experience, in 2013, at PENLAND ¿ School of Arts and Crafts ¿ in North Carolina (USA), during a period of immersion characterized by an artistic and cultural environment where Art represented an element capable of transforming, catalyzing, and bringing together those involved. This study is justified considering that spaces such as those of AR are able not only to motivate teacher-artists, but also to change their practices in face of the challenges of everyday school life. The work is based on theoretical references focused on Art and Art-Education, such as: Dewey (1915, 2010), Duarte Júnior (1981), Barbosa (1983, 1995, 2002, 2011, 2015), Fischer (1987), Ostrower (2012, 2013), Ferraz and Fusari (2009), and Read (2013), among others. Also, with regard to the teacher professionalization process, the work is based on: Nóvoa (1992, 1995), Zeichner (1993, 2008), Freire (1994, 1999, 2002), Gimeno Sacristán (1995), Pimenta (1999), Tardif (2000, 2011), Cunha (2004), Abdalla (2004, 2005, 2006, 2015, 2016, 2017), Roldão (2005, 2007), Imbernón (2009), Gatti (2010), and Mattar (2011), among others. In addition, to understand concepts such as social space, habitus, and cultural capital, we turned to Bourdieu (1989, 1996a, 1996, 1998). The study also features these methodological procedures: a) the bibliographic survey of the subject; b) the analysis of FUNARTE documents on Artistic Residencies (AR) in the State of São Paulo; c) the application of a questionnaire to identify the profile of the AR spaces; d) interviews to investigate the professional trajectories of teacher-artists and to understand the implications of AR in the teacher professionalization process. Based on the analysis dimensions ¿ training, contextual, and professional ¿, the results point to the importance of understanding the social space of AR as a space of training and transformation in the production of new habituses, especially with regard to the personal, didactic, organizational, and professional dimensions. It reveals to be a space of possibilities and perspectives for the teacherartist in his or her teacher professionalization process.