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A formação de professores de arte e a práxis social
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Esta dissertação de Mestrado em Educação, na especialização de Formação de Adultos, realizada no Instituto de Educação da Universidade de Lisboa, visa compreender o processo de formação de professores de arte, no papel de educadores de adultos, e em que medida procuram fomentar a práxis social junto dos seus alunos. Com fundamentação em autores de referência no campo da formação de adultos, tais como Rui Canário, Gaston Pineau, Paulo Freire e Ivan Illich, baseamo-nos na ideia que a educação e formação são processos amplos e difusos, que ocorrem em todos os tempos e espaços de vida. Por outro lado, consideramos que o ensino das artes permite a promoção de um processo de transformação social. Optámos pela realização de um estudo de caso na Academia Nacional das Artes de um país do norte da, Europa, uma instituição estatal de ensino das artes, que propõe cursos de licenciatura, mestrados e doutoramentos, no campo da pesquisa artística e que apresenta como valor de base – a práxis social. A recolha de dados consistiu na realização de entrevistas biográficas a cinco docentes da referida escola e na recolha de documentos institucionais focados na missão e nos princípios orientadores da escola. Verificou-se que os docentes não impõem aos alunos a práxis social como finalidade do seu trabalho, no entanto, pela sua actuação como educadores e pela demonstração dos valores pessoais e da Academia, isso é transmitido e encorajado aos alunos, ao longo de todo o percurso académico. Os professores promovem, igualmente, a individualidade dos alunos, a busca pessoal de sentidos, a criatividade, a autonomia de pensamento e a liberdade de expressão. A formação dos docentes dentro da Academia passa, principalmente, pela troca de informação, conhecimentos e opiniões entre colegas, notando-se a forte ligação entre os professores. Os professores de arte apontam para uma necessidade de mais e melhor formação contínua e criticam, sobretudo, a falta de tempo. No entanto, consideram a Academia um óptimo lugar para trabalhar, devido à qualidade do ambiente entre docentes, docentes e alunos, e docentes e direcção.
This Master thesis in Adult Education, held at the Instituto de Educação da Universidade de Lisboa, aims to understand the process of training art teachers in the role of adult educators, and to what extent they seek to promote social intervention to their students. Based on referential authors in the field of adult education such as Rui Canário, Gaston Pineau, Paulo Freire and Ivan Illich, we uphold the idea that education and training are broad and diffuse processes that occur at all times and places in life. On the other hand, we consider that the teaching of the arts allows the promotion of a process of social transformation. We have chosen to carry out a case study at the National Academy of Arts in a northern European country, a state institution of arts education which offers undergraduate, master and doctoral courses in the field of artistic research, fundamentally based on social praxis. The data collection consisted of biographical interviews with five teachers of the Academy and the collection of institutional documents focused on the mission and guiding principles of the institution. It was found that teachers do not impose on students social praxis as the purpose of their work, however, by acting as educators and upholding personal and the Academy's values, this is transmitted and encouraged to students throughout their academic journey. The educators also promote individuality, a personal search for meaning, creativity, autonomy of thought and freedom of expression. The training of teachers within the Academy is mainly through the exchange of information, knowledge and opinions amongst colleagues, noting the strong connection between them. The educators point to a need for more and better continuous training and criticize, in particular, the lack of time, while, nevertheless, referring to the Academy as an excellent place to work due of the quality of the environment amongst teachers, teachers and students, and teachers and management.
This Master thesis in Adult Education, held at the Instituto de Educação da Universidade de Lisboa, aims to understand the process of training art teachers in the role of adult educators, and to what extent they seek to promote social intervention to their students. Based on referential authors in the field of adult education such as Rui Canário, Gaston Pineau, Paulo Freire and Ivan Illich, we uphold the idea that education and training are broad and diffuse processes that occur at all times and places in life. On the other hand, we consider that the teaching of the arts allows the promotion of a process of social transformation. We have chosen to carry out a case study at the National Academy of Arts in a northern European country, a state institution of arts education which offers undergraduate, master and doctoral courses in the field of artistic research, fundamentally based on social praxis. The data collection consisted of biographical interviews with five teachers of the Academy and the collection of institutional documents focused on the mission and guiding principles of the institution. It was found that teachers do not impose on students social praxis as the purpose of their work, however, by acting as educators and upholding personal and the Academy's values, this is transmitted and encouraged to students throughout their academic journey. The educators also promote individuality, a personal search for meaning, creativity, autonomy of thought and freedom of expression. The training of teachers within the Academy is mainly through the exchange of information, knowledge and opinions amongst colleagues, noting the strong connection between them. The educators point to a need for more and better continuous training and criticize, in particular, the lack of time, while, nevertheless, referring to the Academy as an excellent place to work due of the quality of the environment amongst teachers, teachers and students, and teachers and management.
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Formação experiencial Professores Ensino das artes Valores Teses de mestrado - 2019