From the understanding of the teacher-artist as a hybrid professional who has his
actions moving between being a teacher and being an artist. And how the dialogical
relationship of these professions brings benefits that, many times, can be suppressed
in view of the obligations related to the teaching of Art. Searched in the performance
of this professional reasons to avoid his detachment in Art and conciliate the artistic
making with the pedagogical practices in basic education schools in the municipalities
of Belem and Ananindeua. Therefore, the research aimed to understand the ways in
which the relationship between the pedagogical practices of the teacher-artist in basic
education and artistic productions develops. In addition to analyzing the contributions
provided by the interaction of these activities and the methods used to realization of
this conciliation. For this, the qualitative research, used as tools of data collection the
semi-structured interview with six teachers from basic education of Art and the
participant observation in the classroom. So, it was determined that the professionals
to be investigated should have some characteristics, such as degree in Visual Arts or
Artistic Education, working in basic education, regardless of the levels of experience
with Art teaching and develop works and / or artistic experiments, regardless of the
techniques or purpose with the art system. The teachers, under indication, would be
previously investigated through the Lattes Curriculum before contacting them, which
would allow to know more about the formation of these professionals, their historic of
teaching and artistic performance. This way, the results showed how important the
aesthetic and artistic experiences are for these professionals, which seek to keep them
active, either in parallel activities or in the construction of pedagogical actions so that
they can integrate the teaching-learning processes in Art together. Although this
relationship has not been so evident in the actions in the classroom and does not have
the support of the school, in the observations made it was not continuously present.
So, it was understood that artistic making and teaching are activities inherent to the
teacher-artist. For this reason, even in the face of the difficulties of several orders
present in the basic education, this professional will seek ways for the coexistence of
these processes in harmony, and feedback continuously
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