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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Artista-docente Teatro Estudo e ensino Pedagogia do teatro Processos Experiências Disciplina CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES |
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Artista-docente Teatro Estudo e ensino Pedagogia do teatro Processos Experiências Disciplina CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES Oliveira, Daniela Dantas Gonçalves de Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
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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. |
| author2 |
Seixas, Rebeka Caroça |
| author_facet |
Seixas, Rebeka Caroça Oliveira, Daniela Dantas Gonçalves de |
| format |
masterThesis |
| author |
Oliveira, Daniela Dantas Gonçalves de |
| author_sort |
Oliveira, Daniela Dantas Gonçalves de |
| title |
Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
| title_short |
Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
| title_full |
Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
| title_fullStr |
Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
| title_full_unstemmed |
Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
| title_sort |
uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2024 |
| url |
https://repositorio.ufrn.br/handle/123456789/58125 |
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ri-123456789-581252024-04-12T20:14:48Z Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos Oliveira, Daniela Dantas Gonçalves de Seixas, Rebeka Caroça http://lattes.cnpq.br/2029250744514076 http://lattes.cnpq.br/5921100363941626 Petry, Arlete dos Santos http://lattes.cnpq.br/7426037066308934 Silva, Keila Fonseca e Artista-docente Teatro Estudo e ensino Pedagogia do teatro Processos Experiências Disciplina CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES 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. Esta dissertação diz respeito à pesquisa denominada “Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos”. O respectivo objetivo deste trabalho é apresentar a identidade do artista-docente, em particular o da área do teatro, quando atua em sala de aula, no contexto do ambiente público de ensino, conciliando os papéis de artista e de professor de forma híbrida. Aborda-se as características peculiares e o diálogo em torno do processo, a partir de uma análise bibliográfica e das experiências de profissionais da área, buscando ampliar o discurso dos artistas que se encontram em situação pedagógica. Todavia, não menosprezando e levando em consideração àqueles que somente ministram a disciplina de Arte de forma teórica. Tudo isso, visto que, enquanto artista-docente passei a refletir sobre a minha prática cotidiana, identificando a forma plural de tratar os processos de cunho artístico com base nas relações e conteúdo que surgem dos alunos. Tal problemática consiste em responder as seguintes questões: Em que medida o fazer artístico transforma o espaço de sala de aula, promovendo um encontro de valores e referências na contribuição do ensino-aprendizagem? Qual motivação garante que o artista possa usar o ambiente escolar para desenvolver práticas artísticas-culturais? Esses questionamentos se fizeram necessário, pela ótica e considerando a contribuição oportuna, que se dá quando esses papéis, o de professor e a do artista se complementam. Na compreensão de que, enquanto artista-docente, sendo um ou outro não se dissociam, mas se articulam, envolvendo a prática e a teoria em uma dinâmica contínua. Ainda assim, esse estudo apresenta o artista-docente imbuído em propostas que começam de exercícios com experiências artísticas-estéticas à didáticas-pedagógicas. Fomentou-se uma análise do fazer arte em sala de aula, da postura do artista que se inclina a ensinar de forma contemplativa e reflexiva. Para tanto, levou-se em consideração as opiniões apuradas através de um questionário com professores de arte e artistas-docentes da rede pública de ensino, licenciados no curso de teatro pela UFRN, além de trazer o relato/imagens de experiências vivenciadas. Bem como, para o estudo e o desenvolvimento da escrita deu-se como referência: 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) dentre outros. Tudo para que seja ampliado o conhecimento da função que desempenha o artista-docente, na esperança de auxiliar no processo de identificação de semelhantes. 2024-04-12T20:14:07Z 2024-04-12T20:14:07Z 2023-12-07 masterThesis OLIVEIRA, Daniela Dantas Gonçalves de. Uma metamorfose: o artista-docente, entre lugares comuns e lugares distintos. Orientadora: Dra. Rebeka Caroça Seixas. 2023. 68f. Dissertação (Mestrado Profissional em Artes - Profartes) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2023. https://repositorio.ufrn.br/handle/123456789/58125 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM ARTES - REDE NACIONAL |