Percursos na formação em arte: abordagens e reflexões epistemológica

Abstract

The book Pathways in Art Training: Epistemological Approaches and Reflections is a publication that includes texts written by professors working in the Professional Master's Program in Arts (PROF-ARTES) at the Faculty of Arts, Letters and Communication (FAALC) of Federal University of Mato Grosso do Sul (UFMS). With the objective of presenting their academic research with a bias towards the teaching of Art, the group of professors shares reflections from the perspective of the paths that move their institutional work. In these paths, epistemologies are manifested that involve knowledge and knowledge accompanied by the crossing of experiences through which we understand ourselves in a place. In this context, the article that opens the set of texts, The teaching and learning process, creative activity and pedagogical work: ways to think about teacher training in visual arts, by Vera Lucia Penzo Fernandes, invites reflections on the relationship between research and teacher training from the crossings that involve choices in these actions. The article Children's Choir Regency: Research, Extension and Teaching at UFMS, by Ana Lúcia Iara Gaborim Moreira, presents data from a research carried out by the author. The text Coli$ão, contemporary art and aesthetic elevation, by Paulo Cesar Duarte Paes, presents considerations about contemporary art, sharing reflections on the need to experience artistic forms in general due to their historical approach. Continuing with this publication, the article América-Latin, present! Fundamentals of teaching Latin American art, by Simone Rocha de Abreu, challenges a revision of the curriculum for teaching Visual Arts, in order to include Latin American artistic references for teaching work experiences. In the article Brazilian popular culture and education against colonialism: body knowledge and epistemologies from the original peoples, by Gabriela Di Donato Salvador Santinho, the author organizes reflections that contemplate the relationship intrinsic to his work with popular culture, from theoretical references to teaching practices that are manifested in particular by Brazilian popular dances. Also contemplating the teaching of dance, the text The body moves being: artistic and pedagogical practices between dance, somatic education and performance as cartographic territories, by Dora de Andrade Silva, carried out from the investigation of artistic and pedagogical processes that The author performs in her teaching and poetic practice, reinforces the idea of ​​the body as a principle and means for the construction of knowledge and its reflexive assumption, from the adherence of its subjects in all stages of these processes. The text that closes the book and this group, For who we are and will be: phenomenology, popular knowledge, art and teaching, by Paulo César Antonini de Souza, articulates conventional contributions and those from other sources aiming at understanding the aesthetic experience in the formative development for the teaching of Art from an exercise in horizontality, ethics and respect with regard to educational processes for teacher training and performance.