In this study, biographical and descriptive, I am to investigate, analyze, and propose reflections on the formative processes of the artist-teacher. For this, I have chosen some researchers authors of the dance area to inquire about this, among them Isabel Marques, Marcia Strazzacappa, Cassia Navas...
| Autor principal: | FERREIRA, Jean Claudio Gama |
|---|---|
| Grau: | Trabalho de Conclusão de Curso - Graduação |
| Publicado em: |
2018
|
| Assuntos: | |
| Acesso em linha: |
http://bdm.ufpa.br/jspui/handle/prefix/751 |
| id |
oai:https:--bdm.ufpa.br:8443:prefix-751 |
|---|---|
| recordtype |
dspace |
| spelling |
oai:https:--bdm.ufpa.br:8443:prefix-7512018-09-29T03:00:15Z FERREIRA, Jean Claudio Gama FREITAS, Waldete Brito Silva de http://lattes.cnpq.br/5708316499099792 Dança - Estudo e ensino Professores de dança - formação Prática de ensino CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::DANCA In this study, biographical and descriptive, I am to investigate, analyze, and propose reflections on the formative processes of the artist-teacher. For this, I have chosen some researchers authors of the dance area to inquire about this, among them Isabel Marques, Marcia Strazzacappa, Cassia Navas and Ana Terra to make comments and reflections on the teaching artist. The methodological procedures of this research uses the biographical method, which is descriptive and qualitative and permeates the educational biography. This method comprises research and formation, by which the researcher seeks to reflect on their own formation process, and become aware of strategies, spaces and moments that, for him, had importance like formation elements throughout his life. The recollections of life experiences and teaching-learning processes in the artist and teacher formation serve data to be analyzed and observed in search for similarities and / or differences in both formations. Thus, I try to answer some questions such as, how and where is the formation of the dance artist? How teacher dance is formed? In order to trace possible analogies about the artistic practices and pedagogical processes, I present as theoretical basis Phenomenology of Perception from Maurice Merleau-Ponty. During the investigative process, assumptions and philosophical and pedagogical references, that dialogue with the issue in different ways, happen at different instances and with political-pedagogical course plans, and objectives which differ and offer specific curricular designs. Identify and build relationships between experience, research, memory, art and creation, which can supply and contribute to the construction of the artistic and academic knowledge, reflecting through textual narrative about the importance of the formation processes of the artist / teacher of dance. Neste estudo, de caráter biográfico e descritivo, objetivo investigar, analisar, e propor reflexões sobre os processos formativos do artista-professor. Para isso, elegi algumas autoras pesquisadoras da área da dança que indagam acerca deste tema, entre elas, Isabel Marques, Márcia Strazzacappa, Cassia Navas e Ana Terra, que tecem considerações e reflexões sobre o artista-professor e sua formação. Os procedimentos metodológicos desta pesquisa utilizam o método biográfico, que é descritivo-qualitativo e perpassa pela biografia educativa. Este método compreende a investigação-formação, pelo qual o pesquisador procura refletir sobre o seu próprio processo de formação, e toma consciência das estratégias, dos espaços e dos momentos, que, para ele, foram formadores ao longo de sua vida. As rememorações das experiências de vida e dos processos de ensino-aprendizagem na formação do artista e do professor servem de dados a serem analisados e observados em busca por similitudes e/ou diferenças em ambas as formações. Desta forma, tentarei responder algumas questões do tipo: como e onde acontece a formação do artista da dança? Como o professor de dança é formado? Com a finalidade de traçar possíveis analogias sobre as práticas artísticas e processos pedagógicos, apresento como base teórica a Fenomenologia da Percepção de Maurice Merleau Ponty. No decorrer do processo investigativo, os pressupostos e referenciais filosóficos e pedagógicos, que dialogam com o tema de formas distintas, acontecem em diferentes instâncias e com planos de curso político-pedagógico, além de objetivos que se diferem e oferecem desenhos curriculares específicos. Identificar e construir relações entre experiência, pesquisa, memória, arte e criação, que possam fornecer e contribuir na construção do conhecimento artístico e acadêmico, refletindo através da narrativa textual, a importância dos processos de formação do artista/docente da dança. 2018-09-28T16:07:00Z 2018-09-28T16:07:00Z 2016 Trabalho de Conclusão de Curso - Graduação FERREIRA, Jean Claudio Gama. Artista-professor de dança: história e formação entrecruzadas. 2016. 55 f. Trabalho de Conclusão de Curso (Graduação) – Escola de Teatro e Dança, Instituto de Ciências da Arte, Universidade Federal do Pará, Belém, 2016. http://bdm.ufpa.br/jspui/handle/prefix/751 Acesso Aberto |
| institution |
Biblioteca Digital de Monografias - UFPA |
| collection |
MonografiaUFPA |
| topic |
Dança - Estudo e ensino Professores de dança - formação Prática de ensino CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::DANCA |
| spellingShingle |
Dança - Estudo e ensino Professores de dança - formação Prática de ensino CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::DANCA FERREIRA, Jean Claudio Gama |
| topic_facet |
Dança - Estudo e ensino Professores de dança - formação Prática de ensino CNPQ::LINGUISTICA, LETRAS E ARTES::ARTES::DANCA |
| description |
In this study, biographical and descriptive, I am to investigate, analyze, and propose reflections on the formative processes of the artist-teacher. For this, I have chosen some researchers authors of the dance area to inquire about this, among them Isabel Marques, Marcia Strazzacappa, Cassia Navas and Ana Terra to make comments and reflections on the teaching artist. The methodological procedures of this research uses the biographical method, which is descriptive and qualitative and permeates the educational biography. This method comprises research and formation, by which the researcher seeks to reflect on their own formation process, and become aware of strategies, spaces and moments that, for him, had importance like formation elements throughout his life. The recollections of life experiences and teaching-learning processes in the artist and teacher formation serve data to be analyzed and observed in search for similarities and / or differences in both formations. Thus, I try to answer some questions such as, how and where is the formation of the dance artist? How teacher dance is formed? In order to trace possible analogies about the artistic practices and pedagogical processes, I present as theoretical basis Phenomenology of Perception from Maurice Merleau-Ponty. During the investigative process, assumptions and philosophical and pedagogical references, that dialogue with the issue in different ways, happen at different instances and with political-pedagogical course plans, and objectives which differ and offer specific curricular designs. Identify and build relationships between experience, research, memory, art and creation, which can supply and contribute to the construction of the artistic and academic knowledge, reflecting through textual narrative about the importance of the formation processes of the artist / teacher of dance. |
| author_additional |
FREITAS, Waldete Brito Silva de |
| author_additionalStr |
FREITAS, Waldete Brito Silva de |
| format |
Trabalho de Conclusão de Curso - Graduação |
| author |
FERREIRA, Jean Claudio Gama |
| publishDate |
2018 |
| url |
http://bdm.ufpa.br/jspui/handle/prefix/751 |
| _version_ |
1787154576684613632 |
| score |
11.753896 |