Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos
This dissertation concerns the research called "A metamorphosis: the artist-teacher, between common places and distinct places". The respective objective of this work is to present the identity of the artist-teacher, in particular that of the area of theater, when he works in the classroom...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/58125 |
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| Resumo: | This dissertation concerns the research called "A metamorphosis: the artist-teacher, between common places and distinct places". The respective objective of this work is to present the identity of the artist-teacher, in particular that of the area of theater, when he works in the classroom, in the context of the public teaching environment, reconciling the roles of artist and teacher in a hybrid way. It addresses the peculiar characteristics and the dialogue involved in the process, from a bibliographic analysis and the experiences of professionals in the area. Seeking to broaden the discourse of artists who are in a pedagogical situation, however, not belittling and taking into account those who only teach the discipline of arts in a theoretical way. All this, since, as an artist-teacher I began to reflect on my daily practice, I identified the plural way of treating the processes of an artistic nature based on the relationships and content that came from the students. This problem consists of answering the following questions: To what extent does artistic making transform the classroom space, promoting a meeting of values and references in the contribution of teaching-learning? What motivation ensures that the artist can use the school environment to develop artisticcultural practices? These questions were necessary, from the perspective and considering the timely contribution that occurs when these roles, that of teacher and that of the artist complement each other. In the understanding that, as an artist-teacher, being one or the other does not dissociate, but articulates, involving practice and theory in a continuous dynamic. Still, this study presents the artist-teacher imbued in proposals ranging from exercises with artistic-aesthetic experiences to didacticpedagogical. It fostered an analysis of making art in the classroom, of the posture of the artist who is inclined to teach art, in a contemplative and reflective way. To this end, we took into account the opinions obtained through a questionnaire with art teachers and artist-teachers of the public school system, graduated in the theater course from UFRN, in addition to bringing the report/images of lived experiences. As well as, for the study and development of writing was given as a reference: Telles et al. (2021), Perobelli (2009), Loponte (2005, 2010), Corazza (2023), Born (2012), Dewey (2010), Eisner (2008), Larrosa (2015), Arroyo (2000), Paulo Freire (1996), Rancière (2002) among others. All so that the knowledge of the function played by the artist-teacher is expanded, in the hope of assisting in the process of identifying similars. |
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