Formação docente e a disciplina de projeto articulador no ensino de artes visuais na perspectiva crítica transdisciplinar.

Abstract

This thesis is the result of research guided by the research line “Teaching and Learning”, of the Postgraduate Program in Education, at Doctoral level, at the State University of Ponta Grossa.PR.BR. Starting from the research problem: Is it possible to train the Visual Arts teacher as a critical researcher teacher in a transdisciplinary perspective in the Discipline Project Articulator in the Teaching of Visual Arts of the Visual Arts Degree Course-UEPG? This problematization makes us understand our research object, Formation of the Visual Arts teacher as a critical researcher teacher in a transdisciplinary perspective, whose thesis is: The formation of the Visual Arts teacher as a critical research teacher in a transdisciplinary perspective is only possible in praxis. And, to answer the question, we chose the following general objective: Contribute with a possibility of initial formation of the critical teacher in a transdisciplinary perspective, in view of the Discipline Project Articulator in the Degree Course in Visual Arts. Complementary to the general objective, the specific objectives: To support the theory of Dialectical Historical Materialism and Critical Theory as an epistemological field of analysis; analyze and contextualize the Degree in Visual Arts/UEPG, considering the relevant legislation; Contextualize the discipline Project Articulator in the Teaching of Visual Arts of the Degree in Visual Arts/UEPG; To carry out a Case Study on a process of knowledge construction in the Discipline Project Articulator in the Teaching of Visual Arts of the Degree Course in Visual Arts/UEPG;. The theoretical foundation of the research is supported by Theodor Adorno, Max Horkheimer, Louis Althusser, Paul Feyerabend, Herbert Marcuse, Karl Marx, István Mészáros, Edgar Morin, Pierre Weil, Basarab Nicolescu, Paulo Freire, among others. The epistemological field of research is based on Critical Theory and Theory of Transdisciplinary, in this sense, from a qualitative approach, we chose as a methodological design a Case Study in the Degree Course in Visual Arts/UEPG, with a bias of Educational Assessment in a Critical Transdisciplinary Perspective, in addition to being characterized as an Emic Case Study. Therefore, this thesis presents itself, not only as a prerequisite for obtaining partial approval of the Thesis qualification for the conclusion of the Post-Graduation at the Doctoral level, but it emerged as a founding part of critical teaching in the Discipline Project Articulator in the Teaching Visual Arts, in the aforementioned course, as a research professor in the initial training of Visual Arts teachers. The initial problem, arising from the teaching practice in higher education, was answered, although the Case Studies are not conclusive, we present a reflection in a closing tone of one, of several cycles that succeed, intertwine, influence each other, etc. In short, praxis is key to human emancipation.