A arte nos cursos de pedagogia : reflexões sobre a formação docente

Abstract

The current research has the main objective of understanding the importance of Art in the field of academia and, most importantly, through a legal point of view in this pedagogy course, the theoretical references to this respect and the data banks CAPES and SciELO being referred to in this course, of legal documents and theoretical references so that it is possible to give a new meaning to teacher training. From this perspective comes the questions: what is the importance of the allocation towards Art in academic politics and what theoretical references could be contributing to the understanding of the value of Art in the process of becoming an educator for the pedagogy course? This is approached through bibliographic research that looks to select, address, and interpret, beginning with a methasyntesis analysis, the information about academic politics related to the Art in the pedagogy course. These data points were collected from different legal documents, in data banks referring the various dissertations and theses (CAPES) and articles published in distinct journals (SciELO). The research also bases on some of the principle theoretical methodologies of Paulo Freire (1994, 1997, 1999, 2009, 2016) and Ana Mae Barbosa (1994, 1998, 2008), in the sense of facilitating the understanding of the compliance of aforementioned legislation that can be interpreted as "reality" while addressing the art in the pedagogy course. The authors in the field of the process of becoming an educator that present research about academic politics and artistic/pedagogical practices contribute to the understanding that: Art is the Pedagogy Course. The reflection of these artistic/pedagogical practices changes the classroom through four points: augmenting the creative processes and consciousness of the world, critical thinking, decisive autonomy, and discussion. Through the Pedagogy course, the expectation of this research is to contribute to the progress of becoming an educator in two ways: to encourage discussions surrounding politics, history and law, and on the importance of Art in its practices through the formation of pedagogies.